MINI REVIEW article
Front. Educ.
Sec. Language, Culture and Diversity
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1594921
This article is part of the Research TopicForced migration in education: challenges and opportunitiesView all 11 articles
Mapping the Educational Landscape for forced migrants in Norway
Provisionally accepted
- 1Western Norway University of Applied Sciences, Bergen, Norway
- 2Mary Immaculate College, University of Limerick, Ireland, Limerick, Ireland
- 3Department of Human Sciences, University of Osaka, Osaka, Japan
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This review seeks to provide insights into education for forced migrants by mapping the educational landscape in Norway, Ireland, and Japan. The analysis used in this review is inspired by the Bray and Thomas Cube (Bray and Thomas 1995, p. 475), which shows three different dimensions in a cube; geographic/locational levels for comparison, nonlocational demographic groups, and aspects of education and of society as the third dimension (Bray, Adamson and Mason 2014, p. 10). The landscape that is mapped is: educational law, immigrant recognition, and how school systems are organised for forced migrants. We believe in the importance of cultural, political, and social conditions for education, and the importance of understanding education in the context of the local culture (Fairbrother 2014, p. 77). Therefore, the mapping presents the description of the three landscapes, and does not compare statistics of inclusion and education for forced migrants. Taking a human rights perspective, the article discusses forced migration, integration, educational policy, and schools. Various dimensions are then considered through three different country perspectives: educational law, immigrant recognition, and how school systems accommodate (or do not accommodate) forced migrants.
Keywords: Forced migrants, Norway, Ireland, Japan, Refugees, asylum seekers
Received: 17 Mar 2025; Accepted: 15 May 2025.
Copyright: © 2025 Solbue, Kenny and Kitayama. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Vibeke Solbue, Western Norway University of Applied Sciences, Bergen, Norway
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