Nomads Nomads in England! Horn of Africa refugee in England! Horn of Africa refugee families in search of educationfamilies in search of education

Kuyok Abol KuyokKuyok Abol Kuyok

IPSEIPSE

Tuesday, the 28 April 2009Tuesday, the 28 April 2009

Background to the studyBackground to the study IntroductionIntroduction Define ‘Horn of Africa’Define ‘Horn of Africa’ Conflicts in the Horn of AfricaConflicts in the Horn of Africa

__________________________________________________________________________________________________Country of Origin Country of Origin Population size Population size ________________________________________________________________________________________________EritreaEritrea 20,000 20,000 EthiopiaEthiopia 30,000 30,000 SomaliaSomalia 205,000 205,000 SudanSudan 30,000 30,000Total Total 285,000285,000Horn of Africa School children: 35,000 children of Somali Horn of Africa School children: 35,000 children of Somali background in London (Demie, Lewis and Mclean, 2008). background in London (Demie, Lewis and Mclean, 2008). Estimate: Estimate: 60,000-80,000 60,000-80,000 in the country. in the country. Refugee background and transient Refugee background and transient

    

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Horn of Africa community in the UKHorn of Africa community in the UK

The concept of The concept of NomadNomad

  

The Horn of Africa community in the UK is The Horn of Africa community in the UK is seemingly transient or mobile. seemingly transient or mobile.

Some Horn of Africa families’ experiences suggest a Some Horn of Africa families’ experiences suggest a nomadic like behaviour. The families move to the nomadic like behaviour. The families move to the UK from Africa or an EU country and then move out UK from Africa or an EU country and then move out of the UK, often back, to Africa and may return to of the UK, often back, to Africa and may return to the UK. Moving the children in the process. the UK. Moving the children in the process.

‘‘Somalis flee Holland for BritainSomalis flee Holland for Britain’ ’

20,000 Dutch Somalis and 4,000 Dane 20,000 Dutch Somalis and 4,000 Dane

SomalisSomalis (The Daily Telegraph, 21, 12, 2004),

Somalis Exiting Netherlands for Britain’ (The Daily Telegraph,The Daily Telegraph, 06 06.. 01.2005). 01.2005).

My research indicates other Horn of My research indicates other Horn of Africa communities (e.g. South Africa communities (e.g. South Sudanese are emigrating to the UK Sudanese are emigrating to the UK from Holland) from Holland)

What is a nomad?What is a nomad?

The term The term nomadnomad is defined: is defined: ‘A member of a people ‘A member of a people continually moving to find fresh pasture for its animals continually moving to find fresh pasture for its animals and having no permanent home’. and having no permanent home’. (The Oxford English (The Oxford English Dictionary).Dictionary).

The other weakness for the Somali families, I believe, is that they don’t give stability to their children. For example, [some] Somali families they have been to Kenya, they stayed there, is not entirely their fault, Tanzania, Russia, Sweden, Norway, UK, America and then they might go back to where they started from, Somalia! Really it happens. Lots of Somalis do this. (A Somali father and school governor).

Why this nomadic movement?

In Norway Somali Children reported cases of bullying and racism(Fangen,2006:80). Somali women were made to feel inadequate by the Denmark’s feminism if they stayed at home to look after their children (The Daily Telegraph, 21.12.04).

Greater availability of Greater availability of KoranicKoranic schools, Mosques, and the legality of schools, Mosques, and the legality of qat qat (a leaf chewed in the Horn of Africa that is illegal in some Scandinavian (a leaf chewed in the Horn of Africa that is illegal in some Scandinavian countries) in the UK. …Somali Europeans seemed to feel that the countries) in the UK. …Somali Europeans seemed to feel that the relative diversity of the UK cities made it easier to get on with life. relative diversity of the UK cities made it easier to get on with life. ((Lindley and Hear (2007, pp9-10). Lindley and Hear (2007, pp9-10).

  

A Somali concurs:

Because London [i.e. Britain] is a multicultural society, where’s Holland or Denmark is not. There is only little people and every body lives far away from each other. And [in] London is like …, there are so many Mosques you go and there are so many Somalis who live in …. So you don’t loose your religion or anything or your language, because you see so many people in the Mosque (A Somali community link worker).

  The search for educational opportunities The search for educational opportunities Tomlinson (1984) Immigrant parents more interested in education Tomlinson (1984) Immigrant parents more interested in education

for their childrenfor their children

Aqoon La’aan waa iftiin la’anAqoon La’aan waa iftiin la’an-Without education there is no light’-Without education there is no light’

We are looking for education if they can teach them [e.g. our We are looking for education if they can teach them [e.g. our children] (A Sudanese mother). children] (A Sudanese mother).

‘‘A child is educated by a village’ In the UK may have social and A child is educated by a village’ In the UK may have social and communal support (supplementary schools). communal support (supplementary schools).

The underlying ReasonsThe underlying Reasons

The Return ProjectThe Return Project

The English system of EducationThe English system of Education

‘‘The Return Project’The Return Project’Temporary or impermanent stay or transient: Temporary or impermanent stay or transient:

‘‘The suitcase is still packed’ (Omaar, 2007);The suitcase is still packed’ (Omaar, 2007); Eritrean returned home after 1991 (Al-Ali, Eritrean returned home after 1991 (Al-Ali,

Black and Khalid, 2001);Black and Khalid, 2001); South Sudanese return to Sudan since 2005 South Sudanese return to Sudan since 2005

(Ingle, 2005). (Ingle, 2005). ‘‘The Return Project’ The Return Project’ mindset reinforces the questions of mindset reinforces the questions of identity identity

and shapes families’ perceptions of education and shapes families’ perceptions of education

I was struggling to get them schools which I think would be teaching the …Catholic I was struggling to get them schools which I think would be teaching the …Catholic values (A Sudanese father). values (A Sudanese father).

And I like it [the school], because this school is a very good school. And, like if you And I like it [the school], because this school is a very good school. And, like if you are Muslim, you are very happy to stay in that school, because there is no problem of are Muslim, you are very happy to stay in that school, because there is no problem of our religion. (A Somali mother). our religion. (A Somali mother).

Well our children… I could say there they are lucky to be here [e.g. in the UK]. If a Well our children… I could say there they are lucky to be here [e.g. in the UK]. If a child is able to do what they are capable of doing, they can get educated here. But child is able to do what they are capable of doing, they can get educated here. But also it is very important our children know where they are coming from. Some cases also it is very important our children know where they are coming from. Some cases they may graduate and they don’t get jobs here and if they don’t get jobs they have to they may graduate and they don’t get jobs here and if they don’t get jobs they have to [have] other option, by going back to where their parents came from. (A Sudanese [have] other option, by going back to where their parents came from. (A Sudanese father). father).

  

•Parents involved in children’s choice of subjects

“I want to be a doctor”. And they say ‘I want to be an engineer’. Sometimes he says, “I want to be a bus driver”. But I told him: “we don’t want to go to school to be a bus driver”. (A Somali mother, talking about her 5-year-old son). Well, she wants to finish her university. When she finishes she wants to be a lawyer or sometimes. Her dad said she wants be a politician. She wants be like her dad (Eritrean mother and teaching assistant)

HolidaysHolidays Families regularly take children on holidays to their country Families regularly take children on holidays to their country

of origin-i.e. Somalia, or countries that have identical of origin-i.e. Somalia, or countries that have identical characteristics. characteristics.

TVTVYeah, the life style and a few things… We have Yeah, the life style and a few things… We have Eritrea TV, we have Ethiopian [TV], we have Eritrea TV, we have Ethiopian [TV], we have Sudanese [TV], …and they see a few things in TV Sudanese [TV], …and they see a few things in TV and when we go there and they say ‘what is that and when we go there and they say ‘what is that then? What is that then?’…I don’t say anything but then? What is that then?’…I don’t say anything but my husband tells them is just to show off, but it is my husband tells them is just to show off, but it is not there (not there (An Eritrean mother and a teaching assistant). An Eritrean mother and a teaching assistant).

The English System of EducationThe English System of Education

Historical relationshipHistorical relationship

British colonies (e.g. Sudan, Somaliland and Eritrea).British colonies (e.g. Sudan, Somaliland and Eritrea).

Modern education in the Horn of Africa is a result of Modern education in the Horn of Africa is a result of the colonial legacythe colonial legacy

The relevance of English Education to the Horn of The relevance of English Education to the Horn of Africa contexts (e.g. English language). Africa contexts (e.g. English language).

One thing that goes as a credit to people from the Horn One thing that goes as a credit to people from the Horn of Africa is the appreciation, the respect they have for of Africa is the appreciation, the respect they have for the English education. They do look at education, as the English education. They do look at education, as the main asset their children have, and particularly with the main asset their children have, and particularly with the English education, English education is still valued, the English education, English education is still valued, no matter what people say about the national no matter what people say about the national curriculum in this country. If you go back to Sudan and curriculum in this country. If you go back to Sudan and you say that ‘my child learned in English schools’ jaws you say that ‘my child learned in English schools’ jaws drop drop wowwow! (An Eritrean activist). ! (An Eritrean activist).

The good aspect is that it [education] is prestigious no matter The good aspect is that it [education] is prestigious no matter how you did it here, when you go to another country with a how you did it here, when you go to another country with a certificate that you earned in the UK, it will …very certificate that you earned in the UK, it will …very prestigious one. (A Sudanese father).prestigious one. (A Sudanese father).

They look at England as a place where they can improve their They look at England as a place where they can improve their own educationown education and the education of their children (A and the education of their children (A Sudanese activist). Sudanese activist).

My view was to go to a country, where I can communicate My view was to go to a country, where I can communicate with people. So I chose England, Britain, solely on the with people. So I chose England, Britain, solely on the language [merit] only. (A Somali father and school governor).language [merit] only. (A Somali father and school governor).

The The RealReal English System of English System of EnglishEnglish The child goes home at the end of the day… and …The child goes home at the end of the day… and …

says to his dad or mother, ‘We don’t have exams!’ ‘Oh! says to his dad or mother, ‘We don’t have exams!’ ‘Oh! What you don’t have exams? Pass and failure; you What you don’t have exams? Pass and failure; you don’t fail! What is it? (An Eritrean Activist and father). don’t fail! What is it? (An Eritrean Activist and father).

……I go [into the classroom] and find the children sitting I go [into the classroom] and find the children sitting on the floor, playing, and shouting and jumping. ‘What on the floor, playing, and shouting and jumping. ‘What kind of school is this?’ Because you and I are used to kind of school is this?’ Because you and I are used to sit on the desk and fold our hands and listen very sit on the desk and fold our hands and listen very attentively [to the teacher]. (An Eritrean activist and a attentively [to the teacher]. (An Eritrean activist and a father).father).

  

Pedagogical concernsPedagogical concerns

Back home …Africa or Arab country they do Back home …Africa or Arab country they do everything in a book, but here everything is in a paper everything in a book, but here everything is in a paper and they loose it. And also here everything that is policy and they loose it. And also here everything that is policy and nothing we can do about it. (A Somali mother). and nothing we can do about it. (A Somali mother).

I have general concern about way of teaching, not only I have general concern about way of teaching, not only their school and even the other schools, especially the their school and even the other schools, especially the homework. I would like, you know the system of this homework. I would like, you know the system of this country they keep the books at school so the parents country they keep the books at school so the parents they don’t know the writing of his…. All the books …they don’t know the writing of his…. All the books …are kept at school (A Somali father). are kept at school (A Somali father).

  

When I was 8 years old in my system [school] I had When I was 8 years old in my system [school] I had around 6 textbooks I had to take to take to school in the around 6 textbooks I had to take to take to school in the bag. But here he [referring to his 8 year old son]has empty bag. But here he [referring to his 8 year old son]has empty plastic bag like this paper in the bag, every morning it is plastic bag like this paper in the bag, every morning it is empty. I [am] confused (A Somali father).empty. I [am] confused (A Somali father).

Parental involvement?Parental involvement?I I am a parent who is quite educated and to be honest, am a parent who is quite educated and to be honest, when it comes to the British education system, I know a when it comes to the British education system, I know a little bit, but to be honest, to sit and help my child all the little bit, but to be honest, to sit and help my child all the little stuff like …or curriculum I don’t know. There are little stuff like …or curriculum I don’t know. There are times that I get stuck and I need my husband …to help times that I get stuck and I need my husband …to help me. (A Somali mother and community link worker. me. (A Somali mother and community link worker.

It is very difficult. Because back home [in Somalia] when we It is very difficult. Because back home [in Somalia] when we you got teacher we don’t need a parent to help us, because the you got teacher we don’t need a parent to help us, because the teacher helps [i.e. teach] the children very much [well]. And teacher helps [i.e. teach] the children very much [well]. And he teaches him very hard, very hard. But here [i.e. in England] he teaches him very hard, very hard. But here [i.e. in England] you have to help… your child in the house. When he go to you have to help… your child in the house. When he go to school after school he got homework, you have to help him. school after school he got homework, you have to help him. (A Somali mother). (A Somali mother).

The way we learn in Africa is different than this way. And I The way we learn in Africa is different than this way. And I would like him to learn the way I used to learn. In here […] I would like him to learn the way I used to learn. In here […] I would like the teacher I used to have. He [her son] will learn would like the teacher I used to have. He [her son] will learn very fast. It takes me hours, three, four hours to [teach] him very fast. It takes me hours, three, four hours to [teach] him what is 4 x 4 is 16, 4 x 4 is 16. (A Somali mother). what is 4 x 4 is 16, 4 x 4 is 16. (A Somali mother).

You know something that parents don’t digest. So this is kind of things You know something that parents don’t digest. So this is kind of things what I say differences in the kind of system. Difference we understand what I say differences in the kind of system. Difference we understand education and schooling, when we come here, and how the system is more education and schooling, when we come here, and how the system is more or less the same in the Sudan today and the same in Eritrea today. Of or less the same in the Sudan today and the same in Eritrea today. Of course things have changed, there also. But not to the level we see here course things have changed, there also. But not to the level we see here today. Therefore, parents would come from there with that notion in their today. Therefore, parents would come from there with that notion in their minds. (An Eritrean activist and a father).minds. (An Eritrean activist and a father).

You realise only when your child is doing GCSEs, he is Foundation You realise only when your child is doing GCSEs, he is Foundation [level], sitting exams Foundation, and you say: ‘Foundation? What [level], sitting exams Foundation, and you say: ‘Foundation? What Foundation? No, no, no, I know my child’.  Foundation? No, no, no, I know my child’.  It is too lateIt is too late, it is too late. It is , it is too late. It is absolutely too late. The child can’t provide [achieve] A-C levels [grades]. absolutely too late. The child can’t provide [achieve] A-C levels [grades]. So it is too difficult for them.  So it is very hard So it is too difficult for them.  So it is very hard for themfor them. (A Somali . (A Somali mother, TA and parent governor).  mother, TA and parent governor).  

ConclusionsConclusions

Some positive experience Some positive experience

I said lot of times to my friends: ‘It is good for children to change the environment they are in’. Because before [they went to Egypt], they don’t care. They don’t understand what is respect. But, now they do know respect. They are more mature, take responsibility [about] what they are doing. … So they know [appreciate] the opportunity they have got here [in the UK]. They really have got lot of experience. (Somali mother, TA and school governor).

Negative impact on children’s educationNegative impact on children’s educationFor Mona yeah, she was worried and she was getting headache and she For Mona yeah, she was worried and she was getting headache and she was saying ‘mum how can I go to the same class as Hawa? That time she was saying ‘mum how can I go to the same class as Hawa? That time she was 9, year . And I said ‘No, I need my money back’. That is why I left was 9, year . And I said ‘No, I need my money back’. That is why I left Egypt. Egypt.

Families experience separationFamilies experience separationFathers seek work in the Gulf or remain in the UK to support families overseas Fathers seek work in the Gulf or remain in the UK to support families overseas

Children may become ill overseasChildren may become ill overseas

Additional financial cost Additional financial cost A Somali family of three children paid about £300 per child plus cost of A Somali family of three children paid about £300 per child plus cost of food, renting a flat and transport to school. food, renting a flat and transport to school.