Unveiling the educational pathways and identity narrations: an ethnographic case study of Syrian refugees in Turkish higher education amidst crisis

Date

2024-8

Author

Doğan, Gizem

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This doctoral dissertation investigates how Syrian refugee students perceive and navigate the complex interplay between their war experiences, forced migration, intersectional identities, and educational adaptation and integration processes in a host country. Through individual and focus group interviews, journals, and related artefacts, this ethnographic case study examines how the learning trajectories of five Syrian refugee students are shaped by their initial educational experiences through higher education. It also examines how they narrate their learner identity while learning English in the preparatory school, the perceived impact of the COVID-19 pandemic and the transition to online education, and their experiences of studying at an EMI university in an EFL setting. A reflexive thematic analysis of qualitative data revealed the diversity and intricacy of particular refugee experiences within this specific context of a state university in central Türkiye. First, it was found that the war and forced migration experiences of participants affected their adjustment and integration process and initial educational experiences. They had varying experiences and struggles transitioning to Turkish schools and higher education from preparation to admission to the programs. Additionally, the findings highlighted the English language learning experiences of participants in preparatory school within the EFL context. Moreover, the analysis of the participants’ narratives related to the COVID-19 pandemic period and the transition to online education revealed major influences on participants’ educational processes and how they navigated challenges and changing circumstances. Finally, this study identified the challenges faced and coping strategies developed by refugee students on their way to resilience. The study concludes with implications of this study to enhance the higher education experiences of refugee students in similar contexts.

Subject Keywords

Refugee education, English medium instruction, Covid-19 pandemic, Online education, Preparatory school, English language teaching, Higher education

URI

https://hdl.handle.net/11511/110495

Collections

Graduate School of Social Sciences, Thesis