ارتباط جنگ، اسکان مجدد و تحصیلات: دیدگاه های جوانان آسیب دیده به جنگ و پاسخ به سیستم آموزشی کبک

This article examines the realities of war-affected youth living in Quebec, Canada, and in particular, their experiences and responses to education upon resettlement. In our qualitative study, using both in-depth interviews and focus groups, we queried 22 young people affected by war. Our thematic analysis describes the challenges youth faced in school after having experienced war-related trauma and migration. Despite existing international and national education frameworks, education policies and provisions are largely lacking and ill-equipped to support refugees’ unique needs. Youth felt that teachers and support staff tended to overlook young people’s pre-migratory lives, as well as post-migratory realities. To facilitate resettlement, war-affected refugee youth sought connections beyond school – in the form of peers, surrogate families, or community members from the same country of origin. These non-formal educational supports demonstrate youth’s agency, illustrating high bonding social capital. To support youth at the nexus of war, resettlement, and education, our findings point to the need for greater consideration of both pre-and post-migratory experiences, as well as for increased bridging and social capital to strengthen the linkages across student-school-community in ways that both build upon and respond to the strengths and challenges of war-affected children.