Routes steering group member, Kinan Noah, has published a new article in the Oxford Monitor of Forced Migration, entitled ‘Home-Culture Education for Refugees: What-Why-How’. The abstract is below, and the full article can be accessed here.
This article introduces the concept of “home-culture” education as a vital component in the integration of refugees into new societies. Home-culture encompasses the array of cultural mechanisms shaping an individual’s identity and group membership within their native geohistorical context, including life experiences, belief systems, values, and cultural practices. While prevalent education strategies for refugees prioritize assimilation into receiving societies and access to formal education, they often neglect the importance of educating refugees about their own cultural heritage.
This article argues for the necessity of home-culture education in maintaining refugees’ connection with their cultural identity, which is crucial for their well-being and sense of continuity amidst displacement. This type of education, extending beyond formal schooling, includes language, arts, and unique communal practices. This article further proposes practical measures for implementing home-culture education, such as community-based teaching, collaborations with academic institutions, and establishing dedicated centres for cultural learning. The piece concludes by asserting that genuine integration is a two-way process, requiring mutual understanding and appreciation of cultural diversity between refugees and their new communities. Home-culture education not only aids refugees in preserving their cultural identity, but also enhances the cultural diversity of the host societies, leading to a more dynamic and inclusive environment.
Noah, K. (2024) ‘Home-Culture Education for Refugees: WhatâWhyâHow,’Â Oxford Monitor of Forced Migration, 11(2), pp.45-51.