Abstract:
This study investigates the multifaceted educational integration processes impacting Turkish refugees, particularly emphasizing their interactions within the Turkish community and the broader Australian society. The research is motivated by the significant migration wave following the failed coup attempt in Turkey in 2016. Utilizing qualitative interviews, the study delves into the personal narratives of these migrants to understand their motivations for leaving Turkey, their educational experiences, socio-cultural adaptation, community involvement, and access to support services.
Through the lens of a post-migration ecology model (Nilsson & Bunar, 2016), the study examines effective multicultural education practices, including legal, organizational, and pedagogical aspects, which emphasize the importance of creating caring and inclusive communities. Participants highlighted loss of employment and threats to personal safety as pivotal reasons for seeking asylum or migrating to Australia. The asylum application process was described by some as complex and stressful, indicating a need for a more efficient and supportive legal framework. Cultural adaptation posed significant challenges due to language barriers and differences in social norms. However, the multicultural nature of Australian society, including support from Turkish cultural centers and community groups, provided a supportive environment.
Community involvement was crucial in resettlement, particularly from the Turkish and broader Muslim communities. Although educated, many participants were initially unable to find jobs in their fields, highlighting the importance of English fluency for career advancement. Those with children preferred private schools to preserve their Turkish heritage and language, demonstrating a willingness to invest in education.
The findings have significant implications for social justice, particularly in the context of multicultural education and the integration of refugees. The experiences of Turkish refugees underline the importance of equitable access to education and employment opportunities. The challenges in navigating the asylum process highlight the need for a supportive legal framework that recognizes the unique vulnerabilities of asylum seekers. This study suggests that fostering multicultural, multilingual dialogue and creating safe, inclusive environments are critical to ensuring that refugees can fully participate in their new communities. By addressing these social justice issues, policymakers and educators can better support the integration and well-being of Turkish refugees, ultimately contributing to a more just and equitable society.
Keywords: Social Integration, Turkish Refugees, Cultural Adaptation, Community Involvement, Educational Challenges, Social Justice
Reference:
Nilsson, J., & Bunar, N. (2016). Educational responses to newly arrived students in Sweden: Understanding the structure and influence of post-migration ecology. Scandinavian Journal of Educational Research, 60(4), 399-416. https://doi:10.1080/00313831.2015.1024160
Through the lens of a post-migration ecology model (Nilsson & Bunar, 2016), the study examines effective multicultural education practices, including legal, organizational, and pedagogical aspects, which emphasize the importance of creating caring and inclusive communities. Participants highlighted loss of employment and threats to personal safety as pivotal reasons for seeking asylum or migrating to Australia. The asylum application process was described by some as complex and stressful, indicating a need for a more efficient and supportive legal framework. Cultural adaptation posed significant challenges due to language barriers and differences in social norms. However, the multicultural nature of Australian society, including support from Turkish cultural centers and community groups, provided a supportive environment.
Community involvement was crucial in resettlement, particularly from the Turkish and broader Muslim communities. Although educated, many participants were initially unable to find jobs in their fields, highlighting the importance of English fluency for career advancement. Those with children preferred private schools to preserve their Turkish heritage and language, demonstrating a willingness to invest in education.
The findings have significant implications for social justice, particularly in the context of multicultural education and the integration of refugees. The experiences of Turkish refugees underline the importance of equitable access to education and employment opportunities. The challenges in navigating the asylum process highlight the need for a supportive legal framework that recognizes the unique vulnerabilities of asylum seekers. This study suggests that fostering multicultural, multilingual dialogue and creating safe, inclusive environments are critical to ensuring that refugees can fully participate in their new communities. By addressing these social justice issues, policymakers and educators can better support the integration and well-being of Turkish refugees, ultimately contributing to a more just and equitable society.
Keywords: Social Integration, Turkish Refugees, Cultural Adaptation, Community Involvement, Educational Challenges, Social Justice
Reference:
Nilsson, J., & Bunar, N. (2016). Educational responses to newly arrived students in Sweden: Understanding the structure and influence of post-migration ecology. Scandinavian Journal of Educational Research, 60(4), 399-416. https://doi:10.1080/00313831.2015.1024160