Refugee Women Representation And Education

Even with increased attention to refugee women’s issues in the late 20th century, post-colonial discourses have nurtured limiting representations of refugee women, predominantly as subjects of charity and as victims. Adding to a growing body of work in the field, the author challenges this preconception by offering an opportunity for women’s voices to shape and influence policy, especially as it pertains to the role of education in the authoring of their own lives. In this volume, Melinda McPherson centres refugee women’s voices in the educational policy debate. Drawing on interviews with a group of refugee women in Melbourne, she explores purposes of education, and asks what kind of society these women imagine for themselves and for others. Their critical reflections, personal experiences and diverse backgrounds offer a contrasting picture to that privileged in ordinary policy debate. The women require support, resources, and guidance; but they are agents in their own lives who bring strength, thought, and imagination to crafting their own destinies in a new country. Education is a pivotal tool in exercising that agency. Throughout the book, discussions centre on why education matters to refugee women, focusing upon the integral links between education, civil society, and successful settlement, and conversely on the negative impacts of exclusionary practices. Representation and participation in education is a topic of critical social justice concern, and as such, the book will form important reading for academics, students, policy makers, and community development researchers.

Even with increased attention to refugee women‘s issues in the late 20th century, post-colonial discourses have nurtured limiting representations of refugee women, predominantly as subjects of charity and as victims. Adding to a growing body of work in the field, the author challenges this preconception by offering an opportunity for women‘s voices

Educated for Change?: Muslim Women in the West inserts Muslim women’s voice and action into the bifurcated, and otherwise male dominated, relations between the West and the Islamic East. A multilayered, multisite, educational ethnography, Buck and Silver’s study takes a novel approach to its feminist charge. Drawing upon thick description of refugee women’s school experiences in two seemingly distinct locations, Educated for Change? engages the dual nature of schooling as at once a disciplinary apparatus of local, national, and international governance, and paradoxically, a space and process through which school community members wield the power to observe, deliberate, and act as agents in the creative and willful endeavor of living. In doing so, the text locates formal schooling as a key location at which one can witness the politics of cultural change that emerge when Western and Islamic communities converge. Following an initial introduction to the ethno-historical formation and dissolution of the Somali postcolonial state resulting in a prolonged exodus of Somali citizens, the text is divided into two parts. Part One features an examination of young women’s approaches to schooling in the Dadaab refugee camps of northeastern Kenya; Part Two looks at schooling among Somali women resettled in a northern region of the United States. Each part includes a description of the unique, if interconnected, local factors and policies that give rise to particular forms and ends of schooling as designed for refugee women. Several chapters depict women’s strategic use of schooling to respond to structural forces, build intercultural social networks, and negotiate new ways of being Somali women. Educated for Change? concludes with an analysis of the implications of Somali refugee women’s schooling experiences for working definitions of global social justice that undergird feminist political scholarship and gender-sensitive, humanitarian aid policy and practice.

This new and revised edition includes new material on the legal issues and policies developed to protect displaced women, and addresses the increasingly recognised problem of internally displaced persons, focusing on the unique hardships for women who are forced from their homes.

Not Born a Refugee Woman is an in-depth inquiry into the identity construction of refugee women. It challenges and rethinks current identity concepts, policies, and practices in the context of a globalizing environment, and in the increasingly racialized post-September 11th context, from the perspective of refugee women. This collection brings together scholar_practitioners from across a wide range of disciplines. The authors emphasize refugee women's agency, resilience, and creativity, in the continuum of domestic, civil, and transnational violence and conflicts, whether in flight or in resettlement, during their uprooted journey and beyond. Through the analysis of local examples and international case studies, the authors critically examine gendered and interrelated factors such as location, humanitarian aid, race, cultural norms, and current psycho-social research that affect the identity and well being of refugee women. This volume is destined to a wide audience of scholars, students, policy makers, advocates, and service providers interested in new developments and critical practices in domains related to gender and forced migrations.

Even with increased attention to refugee women's issues in the late 20th century, post-colonial discourses have nurtured limiting representations of refugee women, predominantly as subjects of charity and as victims. Adding to a growing body of work in the field, the author challenges this preconception by offering an opportunity for women's voices to shape and influence policy, especially as it pertains to the role of education in the authoring of their own lives. In this volume, Melinda McPherson centres refugee women's voices in the educational policy debate. Drawing on interviews with a group of refugee women in Melbourne, she explores purposes of education, and asks what kind of society these women imagine for themselves and for others. Their critical reflections, personal experiences and diverse backgrounds offer a contrasting picture to that privileged in ordinary policy debate. The women require support, resources, and guidance; but they are agents in their own lives who bring strength, thought, and imagination to crafting their own destinies in a new country. Education is a pivotal tool in exercising that agency. Throughout the book, discussions centre on why education matters to refugee women, focusing upon the integral links between education, civil society, and successful settlement, and conversely on the negative impacts of exclusionary practices. Representation and participation in education is a topic of critical social justice concern, and as such, the book will form important reading for academics, students, policy makers, and community development researchers.

The Refugee Woman examines the Partition of 1947 by engaging with the cultural imagination of the ‘refugee woman’ in West Bengal, particularly in three significant texts of the Partition of Bengal—Ritwik Ghatak’s film Meghe Dhaka Tara; and two novels, Jyotirmoyee Devi’s Epar Ganga, Opar Ganga and Sabitri Roy’s Swaralipi. It shows that the figure of the refugee woman, animated by the history of the political left and refugee movements, and shaped by powerful cultural narratives, can contest and reconstitute the very political imagination of ‘woman’ that emerged through the long history of dominant cultural nationalisms. The reading it offers elucidates some of the complexities of nationalist, communal, and communist gender-politics of a key period in post-independence Bengal.

Debates over the headscarf and niqab, so-called ‘sharia-tribunals’, Female Genital Operations and forced marriages have raged in Europe and North America in recent years, raising the question – does accommodating Islam violate women’s rights? The book takes issue with the terms of this debate. It contrasts debates in France over the headscarf and in Canada over religious arbitration with the lived experience of a specific group of Muslim women: Somali refugee women. The challenges these women eloquently describe first-hand demonstrate that the fray over accommodating culture and religion neglects other needs and engenders a democratic deficit. In Refugee Women: Beyond Gender versus Culture, new theoretical perspectives recast both the story told and who tells the tale. By focusing on the politics underlying how these debates are framed and the experiences of women at the heart of these controversies, women are considered first and foremost as democratic agents rather than actors in the ‘culture versus gender’ script. Crucially, the institutions and processes created to address women’s needs are critically assessed from this perspective. Breaking from scholarship that focuses on whether the accommodation of culture and religion harms women, Bassel argues that this debate ignores the realities of the women at its heart. In these debates, Muslim women are constructed as silent victims. Bassel pleads compellingly for a consideration of women in all their complexity, as active participants in democratic life. The book will appeal to students and scholars throughout the social sciences, particularly of sociology, political science and women’s studies.