Refugee Families, Schools and Cultures of Dialogue

Abstract

This research explores the inclusion, feelings, and emotions of Syrian refugee families in the British education system, and the ways in which they interact and exchange in dialogue with their new communities. It identifies the following three key components to the integration of refugee families: first, developing a strong sense of capital including, familial capital; second, securing individual autonomy and a feeling of praxis, in the form of action and self-reflection; and, finally, the presence of enabling social structures. This study provides an account of two Syrian families, living in the UK, where all three of these factors were realised. These families believed resolutely in family as integral to their lives; they developed a firm sense of agency and self-reflection; and they shared a keen drive to integrate that was complemented by social structures that supported their integration.

This distinct understanding of integration is underpinned by the work of Pierre Bourdieu and Paulo Freire and, in particular, their notions of capital praxis and dialogue. This theoretical framework informed a greater understanding of the experiences of the families and the ways in which they navigated their lives and the communities they interacted with. Indeed, this synthesis of the work of Bourdieu and Freire informed an innovative and original approach to the research in the field of refugee studies. Alongside these theoretical insights, the study drew directly on an integrative and thorough review of the existing literature in the field to identify key themes for the interviews. The research adopted qualitative research methods which allowed for the emotions and experience to be shared and encouraged dialogue and verstehen to emerge between the researcher and the participating families. Crucially, this approach to research enabled the Syrian refugee families to give voice to their positive experiences of and feelings relating to their positive integration, which are not commonplace in the literature.

Date of Award	4 Aug 2021
Original language	English
Awarding Institution	University of Winchester
Supervisor	Wayne Veck (Supervisor) & Shaun Best (Supervisor)