Search

Since the war in Syria started in 2011, many children left their war-torn country, alone or together with their families, and fled to neighboring countries in the Middle East, to Turkey or to Europe. This article will compare how Syrian refugee children are included – or not - in school systems both in Europe (Sweden, Germany and Greece) and outside Europe (Turkey and Lebanon). These five countries represent very different ways of receiving children in their educational system. We will compare national institutional arrangements like access to compulsory school, access after compulsory school age, welcome or immersion classes, second language education and tracking mechanisms. Including children as soon as possible in regular classes seems to provide the best chances for school success, whereas educating refugee children in a segregated parallel school system for extended periods often results in early school leaving or not attending school at all.

Human smuggling is a complex process. Made up of actions both organized and chaotic, it compels migrants to deal with different structures and agents of power, among them smugglers, the state(s), and migrants’ own social networks. The current literature on human smuggling provides a detailed analysis of the different phases of this process, within which discussion of the structure and operation of this “business” can be situated. However, only minimal attention has been paid to migrants’ agency in the smuggling process. Engaging with recent perspectives in migration studies, which emphasize the need to conceptualize human smuggling by focusing on the interdependencies between the different actors involved, the analysis developed in this article aims to explore the different phases of the human smuggling process by focusing on the multilayered relations between smugglers and undocumented people. Drawing upon qualitative ethnographic fieldwork conducted with migrants on the Turkish-Iranian border, the article examines how the physical and sociopolitical conditions of border crossing affect people’s ways of thinking, behavior, and engagement with different structures of power. In doing so, the article attempts to further our understanding of how smuggled migrants mobilize their agency in such a way as to manipulate and challenge the system, as well as of how this process transforms migrants’ capacity to simultaneously recognize and unsettle state bordering practices.

This chapter discusses the big differences of how refugee children are incorporated into school systems in three European countries (Sweden, Germany and The Netherlands) and in Turkey. Over the past 5 years many refugee children made their way from war-torn countries to neighboring countries in the Middle East or to Europe. This chapter compares how they are incorporated into education. The four countries each represent very different responses to receiving children in their education system: from fully integrating them as soon as possible in regular classes to developing an actual parallel school system. The chapter highlights which national institutional arrangements impede refugee children to become successful in school, and which national institutional arrangements help children in their educational career, comparing access to compulsory school, access after compulsory school age, welcome or immersion classes, second language education and tracking mechanisms.