Edited and reviewed by: Inga Christina Storen, NLA University College, Norway
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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 (
In the Section 2 Forced migration and education,
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;
The original article has been updated.
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