Refugees as integrated learners in UK schools: An evaluation and reconceptualization of the education for diversity in UK schools. The integrated threat theory approach. schools

Kum, Henry Asei (2020) Refugees as integrated learners in UK schools: An evaluation and reconceptualization of the education for diversity in UK schools. The integrated threat theory approach. schools. International Journal for Innovation Education and Research, 8 (XX). pp. 1-19. ISSN ISSN 24112933 (Accepted for Publication)

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Abstract

This paper addresses the policy of education for diversity that seeks to facilitate refugee integration. The integrationist theory considers that a culturally homogenous society could be created as a result of immigrants adapting and changing their ways sufficiently to fit in with the host culture. Using qualitative data from refugee students from the UK, the paper adopts integrated threat theory as an analytical tool to interrogate the perceptions of refugee students as they try to ‘fit’ in UK schools. Findings indicate that refugee students identify perceived threats in their daily interactions with host community students. The study concludes that the restrictive migration trajectories, a hostile transitional climate, and some right-wing anti-immigration discourse create a climate of suspicion, alienation leading to actual experiences of refugee racism. Integrated threat theory therefore offers a useful insight into understanding these differences in group dynamics between refugee learners and their hosts and how this affects the implementation of intercultural interaction policies.

Item Type: Article
Additional Information and Comments: This article has been accepted for publication in the International Journal for Innovation Education and Research and when published will be available online at https://www.ijier.net/ijier/index
Faculty / Department: Faculty of Education > Education Studies
Depositing User: Henry Kum
Date Deposited: 12 Oct 2020 08:18
Last Modified: 12 Oct 2020 08:18
URI: https://hira.hope.ac.uk/id/eprint/3160

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