Vibeke Solbue
Ailbhe Kenny
Yuka Kitayama- 1Department of Pedagogy, Religion and Social Studies, Western Norway University of Applied Sciences, Bergen, Norway
- 2Mary Immaculate College, University of Limerick, Limerick, Ireland
- 3School of Human Sciences, University of Osaka, Suita, Japan
A Correction on
Mapping the educational landscape for forced migrants in Norway, Ireland and Japan
by Solbue, V., Kenny, A., and Kitayama, Y. (2025). Front. Educ. 10:1594921. doi: 10.3389/feduc.2025.1594921
In the Introduction numerals should have been used for the sentence “One hundred- and forty member states have signed this, including Norway, Ireland, and Japan.”
This sentence has been updated to: “140 member states have signed this, including Norway, Ireland, and Japan.”
A paragraph was omitted from the section “Japan”. The full section now reads:
“Japan is located in East Asia with a population of ~124 million, of which 2.9% (3.58 million) are registered as foreigners. This figure does not include naturalized immigrants or children of international marriages who have Japanese nationality. Japan has officially accepted a very small number of refugees, except for the Indochina refugee crisis in the 1970s and 1980s. In 2024, out of 12,373 refugee applicants, 2,186 were granted residence. Only 190 were accepted as refugees. People fleeing war and political persecution have also settled in Japan without refugee status. During the Korean War (1950–1953), for example, the Korean population in Japan increased by 30,000. In recent years, an estimated 3,000 Kurds have lived in eastern Japan with precarious residency status.
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, non-locational demographic groups, and three aspects of education and of society as the third dimension (Bray et al., 2014, p. 10). The landscape that is mapped is: educational law, immigrant recognition, and how school systems are organized 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.”
In the Section 2 Forced migration and education, first paragraph, a quotation from Kenny (2022) was accidentally omitted. The full paragraph now reads:
Education infrastructures are often ill-prepared for new arrivals through forced migration (Crul et al., 2019). In recent years, research has focused on the overt, subtle and hidden barriers that forced migrant children encounter within formal education, such as how children are racialized, “othered,” segregated and discriminated against (Arar et al., 2019; Scourfield et al., 2005; Kenny, 2022). Teachers play a major role with findings in a German study of Kurdish asylum-seeking children for example stating, “children were viewed in very limited ways and referred to in deficit terms by their teachers” (Kenny, 2022, p. 591).
The original article has been updated.
Publisher's note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
References
Bray, M., Adamson, B., and Mason, M. (Eds.). (2014). Comparative Education Research: Approaches and Methods, Vol. 19. Cham: Springer.
Fairbrother, G. P. (2014). “Quantitative and qualitative approaches to comparative education,” in Comparative Education Research: Approaches and Methods, eds. M. Bray, B. Adamson, and M. Mason (Cham: Springer International Publishing), 71–93.
Keywords: forced migrants, Norway, Ireland, Japan, refugees, asylum seekers
Citation: Solbue V, Kenny A and Kitayama Y (2025) Correction: Mapping the educational landscape for forced migrants in Norway, Ireland and Japan. Front. Educ. 10:1654509. doi: 10.3389/feduc.2025.1654509
Received: 26 June 2025; Accepted: 08 July 2025;
Published: 18 August 2025.
Edited and reviewed by: Inga Christina Storen, NLA University College, Norway
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) and the copyright owner(s) 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, VmliZWtlLnNvbGJ1ZUBodmwubm8=