Language and Socio-cultural Factors in Engaging Syrian Refugees in Tertiary Education

1. Cultures of learning: Socio-cultural considerations for engaging refugees in education European Commission, Brussels 19th November 2018

2. ’It is a safeguard against poverty and social inferiority’ (Focus group, Jordan, 2018) • ‘It is my gateway to interacting with society and building relationships ‘(Focus Group, Jordan, 2018) • ‘It is our line of hope to the future and to rebuilding our nation’ (Focus Group, Lebanon, 2018)

3. What is the role of language and socio-cultural factors in helping young Syrian refugees to engage in quality tertiary education in host countries? • Socio-cultural factors under consideration for refugees engaging in tertiary education • Socio-cultural impact of engaging in tertiary education for refugees • …Thus, role of socio-cultural interventions in a holistic refugee response.

4. Context: change and temporality • Crisis: trauma and resilience • Protracted crisis context • Capacity building for individuals and for/with communities • Living together • Integration • Social cohesion • Inclusion • Rebuilding: looking to the future

5. Research Methodology • Lebanon Dec 17 – Jan 18 • Jordan 2018 • Turkey (desk-based) 2018 • Systematic review and synthesis of existing literature • Comparative analysis of data about provision with known demand • Focus groups and semi-structured interviews • Living knowledge of MENA social and cultural context (team) • Asked about social, cultural and pastoral implications and impact of higher education for Syrian refugees.

6. Socio-cultural factors under consideration for refugees engaging in tertiary education • Access to provision – language, status, gender • Risk of replicating existing social divides in mobility settings (Faist, 2010) • Engagement with provision • sustained? suitability? social? • Models of learning and socio-cultural factors • Social impact of educational choices and outcomes • Refugees and simultaneous processes of learning and ‘unlearning’ (Morrice, 2011)

7. Individual: social cultural impact of tertiary education door to freedom serve host country independence interaction cultured status prove selves qualified decision making personal growth Localcommunity maturity dignity prevent personal abuse female safeguarding identity new generations recognition responsibility for others giving back effective individuals nation unique marriage mentoring sense of pride up to date global community distinguished skills managing technology future relationships gateway to the social community making something of ourselves

8. Individual: social cultural impact of tertiary education • Opportunity to rebuild social capital (Ackerman, et al, 2014; Mercy Corps (2014) • High awareness of importance of socio-cultural factors, particularly language and vocational skills, for succeeding in the curriculum and job market • Tertiary education seen as a form of social protection and gateway • Opportunities: women refugees & tertiary education • It depends on which path will enable them to claim an identity, redefine their role in society and do something to change their status (Human Rights Watch, 2016; Jamjoom & Khalaf, 2015).

9. ‘Rebuilding Syria’: holistic education for the future • ‘How are we expected to rebuild Syrian with only non-scientific education such as English literature, Arabic literature, Law and Mass Communication?’ (Lebanon participant, Focus Group, 2018) • Tertiary education seen by refugees as critical to their futures and those of future Syrian communities, including Syria itself • Diversity and suitability of subject choices and courses key to engagement and thriving of refugees in tertiary education • Cultural perceptions of subjects, courses and ‘status’ of degree count • Critical thinking skills and socio-cultural capital gain seen as important – but more practical opportunities and diversity of subjects required.

10. Key Findings: • Scale of demand still high but nature of the demand has changed • Language courses essential and found to be as commonly cited as economic or logistical barriers to accessing HE • Demand for subjects vs provision and perceived socio-cultural deficit • Blended learning preferred for interaction, self-expression and integration • Foundation courses with ‘holistic’ approach to meeting needs • OR • Socio-cultural elements integrated into existing provision: • Language component • Social / Cultural dividend • Pastoral care component • University awareness and inclusion

11. In place of refuge On return or settlement • Human capital • Active learners • Active citizenship (Isin, 2009) • Future workforce • Social integration and cohesion • Human capital • Social infrastructure • Social fabric • Civic participation • Social relations: • Local • Neighbouring • International

12. Concluding points • The importance of the transformational experience of young Syrians and learners of tertiary education – beyond questions of access, employability, attainment – whilst they are displaced • Importance of transformation for refugee and host communities and tertiary sectors in contexts of • (Forced or voluntary migration) installs movement in a place (Aydenir and Rotas, 2008) • The importance of the tertiary education process and sector in building not just infrastructure or a workforce, but human capital, social capital, civic capital and the social fabric for the future.

13. For more information, please contact: • Emily Morrison, Senior Research Manager, British Council based in London • Emily.morrison1@britishcouncil.org • https://www.britishcouncil.org/language-for-resilience • www.britishcouncil.org/research