Parental experiences and aspirations for children's education post-displacement

Thesis

This research explores how parents who have experienced displacement to the UK experience and aspire for their children’s education. Using semi-structured interviews with 10 participants, the study uses frameworks of acculturation theory (Berry, 1989) and quiet resistance (Fakhoury, 2021) to delve into the complexities and challenges these parents face in their children’s education. The findings reveal significant barriers such as language difficulties, systemic exclusion, and legal constraints within the educational system, which hinder parents' inclusion in their children’s education. Parents exhibit resilience and resistance in finding means of staying involved in their children’s education within systemic constraints, working toward aspirations of ontological, material, and social development and success for their children. The study underscores the need for educational policies and school environments that are inclusive and culturally aware, to effectively support and integrate families with backgrounds of displacement. This research not only sheds light on the specific educational challenges faced by families with backgrounds of displacement but also opens pathways for further inquiry into more inclusive educational practices and policy considerations.

Authors: Shuaib, N

• DOI: 10.5287/ora-mnopdxakm
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: CIE2024; parents; displacement; interviews; acculturation; quiet resistance; CIE; education
• Subjects: Interviews; Education; Acculturation; Parents; Displacement