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HomeReception of refugees, education and training: strategies, policies and practices in the context of forced mobility

Reception of refugees, education and training: strategies, policies and practices in the context of forced mobility

Accueil des réfugiés, éducation et formation : stratégies, politiques et pratiques à l’épreuve des mobilités forcées

Journal of International Mobility - Moving for Education and Research

Journal of International Mobility - Moving for Education and Research

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Published on Tuesday, January 12, 2021


The Agence Erasmus + France / Education Formation is calling for contributions for the ninth issue of its annual scientific publication entitled Journal of International Mobility: Moving for Education, Training and Research, which brings together articles on all aspects of international mobility as part of education and training in Europe and around the world. This multidisciplinary peer-reviewed journal is published by the Presses Universitaires de France and available in Open Access on Cairn. For this issue, the special edition will focus on “Reception of refugees, education and training: strategies, policies and practices in the context of forced mobility”.



Special edition coordinated by Guillaume Tronchet (Institut d’Histoire Moderne et Contemporaine, École Normale Supérieure-PSL, Institut Convergences Migrations, France)


The forced displacement of populations caused by global crises and conflicts also result in educational crises. In a few years, the number of refugee children and youth lacking access to education has significantly increased: according to the latest figures from the UN High Commission for Refugees (UNHCR), only 63% of refugee children are able to attend to primary school, only 24% of young people have access to secondary education, and only 1% have access to higher education. The need to organise the reintegration of refugee groups into education systems in host countries, in accordance with the right to education enshrined in the Universal Declaration of Human Rights of 1948, often creates challenges for school and university systems.

While school and university stakeholders are often poorly prepared for the task, despite the age-old nature of a phenomenon that has spanned the entire 20th century, new dynamics have emerged in recent years of institutionalising and professionalising the services in charge of receiving and supporting refugees in the area of education. Examples include the launch in 2019 of UNCHR’s Refugee Education 2030, a ten-year education strategy for refugees, and the European Commission’s prioritisation of inclusion in the 2021–2027 Erasmus + programme.

While it may be too early to say that we have reached a global turning point in the supervision and support for refugee education, the current context offers an opportunity for inviting researchers in the social sciences to provide perspective on the history behind the existing strategies, policies and practices, and offer their assessment.

The Journal of International Mobility is therefore launching a call for papers on the topic of education in the context of forced mobility, inviting researchers to submit articles based on one or several disciplines (sociology, history, political science, international relations, demography, etc.) and related to one or several of the following research lines (please note that it is possible to submit “special reports” containing two to three articles as well as individual articles written by one or several authors):

Research line 1: Geopolitics of the reception of refugees

The first research line focuses on the links between humanitarian crises and the strategic orientation of education policies, with the goal of discerning to what extent the reception of refugees affects the geopolitics of education systems.

Is the regulation of refugee flows in schools and universities integrated into international academic competition or does it form a separate global geopolitical phenomenon? How are forced migration flows structured in the area of education? Who are the key players organising and directing these flows? Are any new hubs or key players emerging? What are the political and legal debates underlying the regulation of these specific flows? Who is responsible for establishing the international standards in this area? How do the actions of international and inter-state organisations, states, cities and NGOs play out and interact?

Submissions may address various issues, including international legal developments aimed at protecting refugees’ rights to education, the quantification of flows and uses of international statistics, the structural development of the humanitarian field in the reception of refugee pupils and students, monographic or comparative studies of national and international policies implemented for refugees, transnational processes for certification, quality control, and recognition of training and degrees, and the key players and tools used to share information on training services for refugees.

Research line 2: The sociology of reception and support services

The second research line focuses on the sociology of the practical implementation of education policies and programmes for refugees, whether it be primary, secondary, higher education or professional training. Informal learning initiatives and programmes can also be explored for this research line. The goal is to consider comprehensive support for all stages of forced migration, which could include administrative and legal support, social assistance, medical and psychological care, scholarships, the adaptation of training, educational and linguistic initiatives and best practices, equivalence of diplomas, and professional integration.

What is the typology of existing scholarship and training programmes for refugees? How are these reception and support services designed? Who participates in designing them (students, instructors, researchers, administrative staff, lawyers, community organisations, etc.)? What interaction exists between volunteers and professionals? How is the selection, reception, inclusion and follow-up of the refugees admitted to these programmes organised?

There is a particular expectation for submissions offering quantitative and qualitative case studies on scholarship programmes and measures implemented internationally (DAFI Scholarships from UNHCR, UNESCO Schools for Refugees in Lebanon, initiatives supported by the European Commission through the Erasmus+ programme, World University Service, HOPES Project, etc.), nationally (scholarships for refugees from DAAD in Germany, scholarships for Syrian students from Campus France, Foundation for Refugee Students, Institute for International Education, Jusoor Program, etc.), and locally by cities or educational institutions. These examples are not exhaustive.

Research line 3: Portraits of groups and migration trajectories

The third research line aims to portray the dynamics specific to groups integrated in training initiatives in the context of forced migration and study their integration in society and host training programmes, specific difficulties they may face in these circumstances, the role forced migration plays in their educational path and socio-professional construction, and how their forced migration might become voluntary mobility. The goal is also to analyse to what extent these groups, rather than remaining passive recipients of the services established for them, can be active participants in their training paths and to what extent they can become involved in creating and developing existing services. Submissions in this category can also examine the dynamics of national groups and cohorts studied in the context of specific programmes.

Procedures for submitting articles

Please email your papers (full text) (Word document) to revue@agence-erasmus.fr

before 17 May 2021.

Languages accepted: French, English, Spanish, Italian and German.

  • Deadline for submitting papers: 17 May 2021
  • Response sent to authors: July 2021
  • Publication: December 2021


Each paper will be reviewed anonymously by two members of the reading committee and each applicant will receive a response. Following assessment, four responses are possible: article accepted, article accepted with request for minor changes, request for major changes, article rejected. In the event of a request for major changes, you will be asked to return the article with a page explaining the changes.


  • Paris, France (75)


  • Monday, May 17, 2021


  • Laurence Liégeois
    courriel : revue [at] agence-erasmus [dot] fr

Information source

  • Laurence Liégeois
    courriel : revue [at] agence-erasmus [dot] fr


CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

To cite this announcement

« Reception of refugees, education and training: strategies, policies and practices in the context of forced mobility », Call for papers, Calenda, Published on Tuesday, January 12, 2021, https://doi.org/10.58079/15s2

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