The Effects of Global, Local, Microsystem and Individual Factors on The Educational Process of Refugee Children in Turkey

Abstract

In this study, a theoretical model framing the education processes of refugee children in Turkey is proposed. This model includes needs, risks, and opportunities, as well as the effects of various environments and actors in which refugee children are involved, on their educational experience. This model, which also focuses on the effects of global dynamics and local policies, has an integrative and developmental structure that allows new dimensions to be added. The method used in the study is secondary literature evaluation. Based on this method, this study synthesizes publications focusing on the various needs (psychological, cultural, and educational) of refugee children whose schooling rates are increasing day by day in Turkey, and on issues such as peer bullying, xenophobia, and trauma that these children face. Thus, the conditions of refugee children in their new environment and the cultural approach necessary for their successful adaptation to Turkey are described. The original model designed by the researcher has the claim to provide a framework for future research and practices in educational services to be provided to refugee children.