The integration of refugees into the education system in rural Ireland an analysis of policy and practice in relation to the lived experience of refugees in one county

The purpose of this thesis is to explore the experience of a range of individuals and groups involved in trying to integrate refugees into the education system in rural Ireland. It investigates the Government’s moral position towards refugees and whether or not a gap exists between the current government policies and the reality of the lived experience of refugees and those working closely with them.

The proposals focusing on education detailed in the Migrant Integration Strategy (2107) are embedded in the framework of this research as it examines language, culture, integration, employment opportunities and diversity. The stark variations in the Syrian refugee community and the local communities in Co. Donegal are highlighted. The impact of Lockdown due to the Covid pandemic (which occurred during this research) on
education is also addressed. Quantitative data from surveys of refugees and qualitative data from interviews were gathered and analysed to get an in-depth view of the refugees’ journey from fleeing Syrian to settling in Co. Donegal. Interviews with headteachers, teachers, integration officer, interpreters, volunteers, befrienders, and others working directly with the refugees yielded rich data which engenders the voice of all stakeholders, ensuring the evidence was not divorced from the social context.

This thesis, whilst acknowledging the positive contribution of the Irish government,contests the notion that sufficient infrastructures are in place to fully integrate refugees
into society and address the education gap that exists. Findings further demonstrate that recent proposals to eradicate Direct Provision are not on track, wasting funding and resources which could be deployed more productively.