School of Education, University of Iceland , Reykjavík, Iceland.
Int J Qual Stud Health Well-being. 2020 Dec;15(sup2):1764294. doi: 10.1080/17482631.2020.1764294.
In 2016, a group of 55 Syrian quota refugees arrived in Iceland from Lebanon and settled in three municipalities. There were 11 families comprising 20 adults and 35 children. This study aimed to critically explore the experiences, opportunities and challenges of these children, their parents, their teachers and principals in the municipalities of their resettlement since their arrival in Iceland. The theoretical framework of the study includes critical approaches to education, and multilingual education for social justice. Methods of data collection included semi-structured interviews with the refugee parents, the head teachers and teachers in all the schools in the study. While the findings indicate that most of the children were doing well both academically and socially in their first months in the schools, they also show that the children and parents have experienced a number of challenges. These included illiteracy, interrupted schooling of the children and hidden trauma before arriving in Iceland. After arrival, the parents have experienced lack of communication between schools and homes, as well as differences in norms, values, languages, and expectations between the schools and homes.
2016 年，一群来自黎巴嫩的 55 名叙利亚配额难民抵达冰岛，在三个城市定居。这些难民家庭共有 11 户，包括 20 名成年人和 35 名儿童。本研究旨在批判性地探讨这些难民儿童、他们的父母、他们在冰岛定居的城市中的教师和校长的经历、机会和挑战。本研究的理论框架包括教育的批判性方法和社会公正的多语言教育。数据收集方法包括对难民父母、校长和研究中所有学校的教师进行半结构化访谈。虽然研究结果表明，大多数孩子在入学的头几个月里在学业和社交方面都表现得很好，但也表明孩子们和家长们经历了一些挑战。这些挑战包括父母的文盲、孩子学业的中断以及抵达冰岛前的隐性创伤。抵达后，父母经历了学校和家庭之间缺乏沟通，以及学校和家庭之间规范、价值观、语言和期望的差异。
