Ljudska prava i učenici iz populacije izbjeglica: analiza sposobnosti pristupanja profiliranom obrazovnom programu
Human Rights and Refugee Students: A Capability Approach Analysis of a Multifaceted Program

Summary/Abstract: Refugee families and their children face multiple challenges when they are resettled in the United States. Most resettlement agencies do not have the time or finances to devote to the children, as their priority must be to help the adults find shelter, obtain employment, and learn some basic language skills to retain their employment. As a result, the refugee children often feel isolated and bewildered when they enter the school system. Their challenges include the need for academic English, an understanding of the school system, and support to overcome discrimination. Failing to meet these goals often results in a reduced potential for future functionings and capabilities, abilities that Sen argues are essential for human rights and freedom. This paper uses Sen's capability approach theory to frame the author's research at a refugee agency in an urban Southeastern state. The agency utilized a multifaceted system of programs that address children's needs for association, education, relaxation, positive identity; family's needs for understanding school expectations; and community needs for understanding refugee cultures and challenges. Observations and interviews demonstrated supports that helped refugee students overcome challenges and maintain high expectations for future goals. Sen argued that those in the position to help protect other's human rights are obliged to consider doing so. Supportive adults and programs demonstrate how constructive efforts can help refugees move beyond the potential harm that inadequate resources and discrimination may cause to their future functionings and capabilities.

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