Learning and belonging across borders: The interplay of policy and migratory journeys shaping venezuelan youth integration in Colombian schools

• In Event: Towards integration, inclusion, and belonging across the educational trajectory: Venezuelan migrants living and learning in a Latin American host countries

Proposal

In an era marked by escalating conflict and forced displacement, the educational integration of refugee children and youth has become an urgent global concern. Despite being essential for learning, personal development, and social mobility, half of the world’s refugee children are out of school (UNHCR, 2023). Moreover, those who do access education often face challenges due to the educational system's lack of preparedness and resources to support a holistic approach to integration for students with migratory backgrounds (Morrice et al., 2020; Pinson and Arnot, 2010; Cerna, 2019). Like many Latin American countries, Colombia initially lacked the necessary policies to address large-scale migration (Louidor, 2018). However, the government responded swiftly and comprehensively, developing policies that distinguished Colombia for its proactive approach to managing the migratory crisis (Rossiasco & de Narváez, 2023), including significant adjustments to its legal frameworks to ensure the right to education for children on the move (UNESCO/OREALC, 2022).

This paper delves into the complexities of educational integration, aiming to understand the dynamics shaping the educational journeys and experiences of Venezuelan youth attending school in Colombia. Through the use of comparative case study methods (Bartlett & Vavrus, 2017; Bartlett & Vavrus, 2014), this paper contrasts integration experiences across two schools in the Colombia-Venezuela border region (Norte de Santander), addressing the role that national education policies, school-level initiatives, and mobility trajectories have in shaping the educational experiences of Venezuelan immigrants and refugees. Based on interviews with 10th-grade students, this presentation will focus on how Venezuelan students with varying migratory experiences—both pendular and settled immigrants—navigate their educational journeys in exile. It further examines how their perceptions of identity are shaped by “boundary making/breaking”, as well as the systemic and interpersonal interactions that foster a sense of belonging within the school community, highlighting how these experiences intersect with the broader contextual uncertainties and impact their future aspirations.

This study aims to enhance systemic preparedness for the integration of forcibly displaced populations, reinforcing education as a crucial pathway for children and youth to belong to their new communities and thrive amidst the challenges of human mobility. By amplifying the voices of students who cross borders under varying conditions in pursuit of not only educational success but also a sense of belonging, this research seeks to shed light on their unique experiences and aspirations, highlighting the diverse challenges they face and their resilience in navigating both academic achievement and social integration.

Author

• Marcela Ortiz, University of Michigan Ann Arbor