From East to West: A Comparative Study of Refugee Education Issues in Turkiye, Germany, and the United Kingdom

• In Event: Decolonizing Discourse and Practice: Acknowledging and Addressing Inequalities in Educational Policy and Assessment in the Core and Periphery

Proposal

This study investigates the state of refugee education in Turkiye, Germany, and the United Kingdom (UK) following the Syrian crisis of 2011 and unveils the challenges and opportunities in providing education to refugees in countries with significant influxes of displaced individuals. By comparing the education systems, policies, and practices of these countries, the study seeks to identify recent practices, innovative approaches, and areas for improvement. The research methodology employs a critical literature review approach, focusing on a specific educational issue within chosen comparative and cultural contexts. The study draws inspiration from the horizontal and transversal case study approaches to gain a comprehensive understanding of the refugee education issue in these countries. The research involves an extensive selection of peer-reviewed articles, research studies, and relevant government policies which are critically analyzed to identify key themes, theoretical frameworks, and empirical findings through a systematic and rigorous review process. The significance of this research lies in its contribution to a deeper understanding of how education is provided to displaced populations, addressing the educational needs of refugees, and underscoring the significance of inclusive and equitable education for all. The research highlights key findings from various studies regarding refugee education in Turkiye, Germany, and the UK. The studies uncover different approaches and challenges in providing education to refugees, emphasizing language barriers, curriculum adaptation, teacher training, financial constraints, and policy changes (Doyle & O’Toole, 2013; Seydi, 2014; Will et al., 2022). In Turkiye, policy changes have expanded access to education for Syrian refugees, but limitations persist due to the large refugee population (Alpaydin, 2017; Seydi, 2014). Unlike Turkiye, Germany and the UK have implemented separate schooling to accommodate refugee students, although it may impact social integration and future opportunities (Gladwell & Chetwynd, 2018; O'Connell, 2019; Will et al., 2022). Further, language barriers hinder communication and curriculum delivery, both in Turkiye and Germany (Celik & Icduygu, 2018; Will et al., 2022). In the UK, linguistic ability has been crucial, yet non-English speakers have faced obstacles (Arnot et al., 2014). Teacher training and capacity have remained challenges across countries, with insufficiently trained teachers in Turkiye and Germany (Arabaci et al., 2014; Kayser et al., 2021; Niemeyer, 2015). Further, financial constraints and inadequate resources hinder refugee education in Turkiye (Chatty et al., 2014), and similar concerns exist in Germany regarding funding and resource allocation (Kayser et al., 2021). Comprehensively, the study’s findings indicate that refugee education encounters significant challenges pertaining to access, resource limitations, and language barriers on a global scale, and it is imperative to extend educational responses to effectively address these challenges.This research enriches the field of comparative and international education through its examination of refugee education policies and practices in Turkiye, Germany, and the UK. It discerns noteworthy practices, identifies areas warranting improvement, and emphasizes the imperative of equitable access to education. Ultimately, it underscores the necessity of further research, comparative analyses, and acknowledging the valuable perspectives of refugee children in shaping effective educational approaches.

Author

• Filiz Akyuz, Indiana University - Bloomington