By: Amina Iman 3/6/23
Peer Reviewed by REAL Members
“It is time to honor pledges to help refugee children get an education. It is time to turn the tide.”
– Filippo Grandi, Commissioner of the United Nations High Commissioner for Refugees
Consider this: As of May 2022, 100 million individuals have been forcibly displaced, among whom are refugees who have crossed international borders due to a well-founded fear of persecution (USA for UNHCR, 2022). Upwards of 50 percent of all refugees are children, which, compared to the 2021 UNHCR statistic of 27.1 million refugees worldwide, equates to about 13.6 million children (UNHCR – Children). Of this number, the UNHCR Education Report for 2022 indicates that only six percent of refugees are enrolled in tertiary levels of education in host states worldwide. Thus, with less than one million refugees enrolled in universities worldwide, we need to re-evaluate our efforts in welcoming and empowering refugees. Further, even when refugees do have access to higher education, there are myriad challenges, such as a lack of educators with training in how to accommodate refugee students, complex university admission policies, and a general lack of community support for newly settled refugees that serve as barriers to educational access (Schorchit, 2017).
Initially, it may be difficult to understand why countless refugees seek out opportunities to apply to universities within their host states but then seldomly submit applications, or why the youth who were once known in their homelands for their athleticism never make it to sports tryouts following relocation. The National Education Association provides some answers to such questions: there are multifaceted barriers to pursuing education post-resettlement that are centered around a lack of sense of belonging and supportive mentors. Thus, even if opportunities for refugees to enroll in educational institutions and extracurricular activities did exist, they still do not translate into refugees feeling welcomed or empowered to join. In order to see higher numbers of refugees present in such environments and undertaking opportunities, the leadership and contribution of empowerment-based groups and mentors are needed.
Globally, as host communities, we need more mentors that support and embolden refugees to carry out their aspirations, not just ignite those interests. Even so, empowerment-focused initiatives for refugees must not be replicated per host community but should instead be uniquely crafted to cater to the needs of local and typically heterogenous communities. Such programs allow for growing communities—comprised of refugees and inhabitants of a host community—to collectively expand their knowledge of cultures and experiences distinct from their own in addition to which forms of aid are most successful in uplifting refugees to reaffirm their belonging. One of the leading refugee empowerment-based programs in the United States is the Nashville International Center for Empowerment (NICE), which is beneficial for both providers and recipients of aid. Program leaders expand their leadership capabilities by engaging with individuals of varying circumstances, and receivers experience advances in education and general resettlement-related needs. Further, such programs serve as a stepping stone for refugees and neighbors alike through their multifaceted approach to engaging in refugee resettlement and support efforts. With an intent to create programs and initiatives designed to bridge gaps in educational and societal institutions, host communities can benefit from empowerment initiatives by making empowerers accessible in every aspect: a classmate in a newly resettled students’ high school, a chief officer of a local well-known multi-branch corporation, a cashier at a frequented produce store, or a first-responder. Thus, more widespread and accessible information on how to help resettled individuals fosters a communal desire to see refugees welcomed and ushered toward resources that make success seem possible despite past roadblocks.
Practical approaches to enhancing the refugee student experience, in particular, are pivotal for sustaining their chances of educational and occupational success. Without changes in existing curricula and communal refugee support systems, host countries could be deepening the negative impacts of underutilization of immigrant and refugee communities despite their vast skill sets in the U.S. (migrationpolicy.org). Through refugee empowerment programs, curricula centered around outlining opportunities, encouraging students to take action, and ultimately empowering them to follow through with their interests upon resettlement, can administer the process of uplifting generations projected to remain disenfranchised.
One method through which educators and community members can increase feelings of inclusion and empowerment among refugee students is by highlighting global refugee achievements in history and current events courses. If history curricula begin to include individuals like astronaut Muhammed Ahmed Faris, a Syrian refugee in Turkey who became the first refugee to go to space (Gart, 2017), or if current events-related courses mention that over six elite refugee football players competed in the 2022 World Cup (Kwek, 2022), refugee students can be empowered to persist in the pursuit of their interests. Further, the traits some may be embarrassed by post-settlement: multilingualism, cross-cultural understanding, diverse geopolitical knowledge, and ability to interact with varying groups of individuals can be seen as tools to allow them to reach new heights that may have previously been unimaginable. When students are able to ‘see themselves’ in their classroom lectures and see strength in their previously manifested weaknesses, they transition from being encouraged to empowered and determined. With refugee success and empowerment in mind, local host communities can begin turning the tide for ensuring a future where resettlement doesn’t serve as the beginning of the end for the dreams of refugees.
References:
Schorchit, N. (2017, March 21). Despite Inclusive Policies, Refugee Children Face Major Obstacles to Education. National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/despite-inclusive-policies-refugee-children-face-major-obstacles
Gart, O. (2017). Halil Altindere’s ‘Space Refugee.’ Art Agenda Reviews. https://www.art-agenda.com/criticism/239785/halil-altindere-s-space-refugee
Immigrant College Grads are More Likely to Have Advanced Degrees and Higher Incomes Than the U.S. Born Yet Some Still Face Skill Underutilization, Analysis Finds. migrationpolicy.org. (2022, December 15). https://www.migrationpolicy.org/news/us-college-grads-piaac
Kwek, K. (2022, November 30). World Cup: From Refugees to Elite Footballers. The Straits Times. https://www.straitstimes.com/sport/world-cup-from-refugees-to-elite-footballers
Nashville International Center for Empowerment (NICE), https://www.empowernashville.org/.
Refugee Statistics. USA for UNHCR. https://www.unrefugees.org/refugee-facts/statistics/#:~:text=By%20the%20end%20of%202021,53.2%20million%20internally%20displaced%20people.
United Nations High Commissioner for Refugees. (2022, September). UNHCR Education Report 2022 – All Inclusive: The Campaign for Refugee Education.
United Nations High Commissioner for Refugees. UNHCR – Children. UNHCR | USA. https://www.unhcr.org/en-us/children.html#:~:text=Over%20half%20of%20the%20world’s,sometimes%20separated%20from%20their%20families.