The Marginalised Few: Reflections from the Lived Experiences of Forced Displaced Academics in Turkish Academia

Autor/inn/en	Arslan, Kürsat; Kilinç, Ali Çagatay
Titel	The Marginalised Few: Reflections from the Lived Experiences of Forced Displaced Academics in Turkish Academia
Quelle	In: Oxford Review of Education, 48 (2022) 3, S.380-399 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arslan, Kürsat) ORCID (Kilinç, Ali Çagatay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2021.1994381
Schlagwörter	Teacher Attitudes; College Faculty; Educational Policy; Social Integration; Social Influences; Cultural Influences; Political Influences; Foreign Countries; Disadvantaged; Immigration; Refugees; Immigrants; Legislation; Employment Qualifications; Phenomenology; Work Environment; Professional Identity; Academic Freedom; Comparative Education; Barriers; Economic Factors; Educational Quality; Turkish; Second Language Learning; Social Discrimination; Social Isolation; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Fakultät; Politics of education; Bildungspolitik; Soziale Integration; Sozialer Einfluss; Cultural influence; Kultureinfluss; Political influence; Politischer Einfluss; Ausland; Flüchtling; Immigrant; Immigrantin; Immigranten; Gesetzgebungslehre; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Phenomenological psychology; Phänomenologie; Psychologie; Arbeitsmilieu; Akademische Freiheit; Vergleichende Erziehungswissenschaft; Ökonomischer Faktor; Quality of education; Bildungsqualität; Türkisch; Zweitsprachenerwerb; Soziale Benachteiligung; Soziale Schließung; Soziale Isolation; Türkei
Abstract	During the last decade, there has been an unprecedented increase in the number of Syrian asylum seekers, including forced displaced academics (FDAs), in Turkey. Along with providing essentials, there is the issue of social integration for these people. To efficiently deal with this problem, Turkish authorities have developed both educational policies and some legal arrangements to accommodate the employment process for FDAs. This study aims to investigate Turkey's higher education policy for FDAs by examining the lived experiences of these academics based on political, social, and cultural dynamics. The findings illustrate major themes surrounding the academic identity of FDAs and what distinguishes them from other international academics, as well as their experiences in the Turkish higher education system, and the challenges they have faced. The study provides important implications for the purpose of generating effective policies and practices regarding the successful integration of FDAs into the higher education system both in Turkey and worldwide. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01