Bordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece

Greece has been a site of various crises in recent years: firstly, the financial crash of 2008; secondly, the ongoing ‘refugee crisis’, which peaked in 2015; and thirdly, the current COVID-19 pandemic. This paper addresses the first of these crises, and particularly how state responses to increased...

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Autor principal:	Lucy Hunt
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	refugee education youth bordering Greece ethnography Social Sciences H
Acceso en línea:	https://doaj.org/article/0e81e580620e4838b8191d88e9994b5a
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spelling	oai:doaj.org-article:0e81e580620e4838b8191d88e9994b5a2021-11-25T18:59:43ZBordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece10.3390/socsci101104212076-0760https://doaj.org/article/0e81e580620e4838b8191d88e9994b5a2021-11-01T00:00:00Zhttps://www.mdpi.com/2076-0760/10/11/421https://doaj.org/toc/2076-0760Greece has been a site of various crises in recent years: firstly, the financial crash of 2008; secondly, the ongoing ‘refugee crisis’, which peaked in 2015; and thirdly, the current COVID-19 pandemic. This paper addresses the first of these crises, and particularly how state responses to increased migration flows shape young refugees’ (aged 15–25) (re-)engagement with post-15 learning opportunities upon arrival in the country. It is based on semi-structured interviews with young refugees living in Thessaloniki, conducted as part of an ethnographic doctoral project on educational decision-making. The findings reveal that three key institutional bordering practices in Greece—namely the bordering of space (via encampment), time (via enforced waiting), and public services (via administrative barriers)—played central roles in young refugees’ (re-)engagement with post-15 education; often causing their dreams to be diverted or downgraded. However, with determination and the support of willing gatekeepers, refugee youth found ways to (re)construct adapted learning trajectories despite, and in response to, these arrival challenges.Lucy HuntMDPI AGarticlerefugee educationyouthborderingGreeceethnographySocial SciencesHENSocial Sciences, Vol 10, Iss 421, p 421 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	refugee education youth bordering Greece ethnography Social Sciences H
spellingShingle	refugee education youth bordering Greece ethnography Social Sciences H Lucy Hunt Bordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece
description	Greece has been a site of various crises in recent years: firstly, the financial crash of 2008; secondly, the ongoing ‘refugee crisis’, which peaked in 2015; and thirdly, the current COVID-19 pandemic. This paper addresses the first of these crises, and particularly how state responses to increased migration flows shape young refugees’ (aged 15–25) (re-)engagement with post-15 learning opportunities upon arrival in the country. It is based on semi-structured interviews with young refugees living in Thessaloniki, conducted as part of an ethnographic doctoral project on educational decision-making. The findings reveal that three key institutional bordering practices in Greece—namely the bordering of space (via encampment), time (via enforced waiting), and public services (via administrative barriers)—played central roles in young refugees’ (re-)engagement with post-15 education; often causing their dreams to be diverted or downgraded. However, with determination and the support of willing gatekeepers, refugee youth found ways to (re)construct adapted learning trajectories despite, and in response to, these arrival challenges.
format	article
author	Lucy Hunt
author_facet	Lucy Hunt
author_sort	Lucy Hunt
title	Bordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece
title_short	Bordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece
title_full	Bordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece
title_fullStr	Bordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece
title_full_unstemmed	Bordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece
title_sort	bordered trajectories: the impact of institutional bordering practices on young refugees’ (re-)engagement with post-15 education in greece
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/0e81e580620e4838b8191d88e9994b5a
work_keys_str_mv	AT lucyhunt borderedtrajectoriestheimpactofinstitutionalborderingpracticesonyoungrefugeesreengagementwithpost15educationingreece
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Bordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece

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