Integration of Syrian Refugees in Turkey

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(UNHCR 2016; Baban et al. 2017). Since their arrival to Turkey, refugees try to .... 3.677 (1.408). 3.634 (1.28). 0.502. 0.851. Q8. 3.789 (1.033). 3.846 (0.927).
Journal of International Migration and Integration https://doi.org/10.1007/s12134-018-0638-1

Integration of Syrian Refugees in Turkey: Understanding the Educators’ Perception Hasan Aydin 1 & Mahmut Gundogdu 2 & Arif Akgul 3 # Springer Nature B.V. 2019

Abstract The main objective of this research is to analyze the perception of pre-service teachers’ attitudes towards Syrian refugee children, who migrated to Turkey after the outbreak of the war in Syria. A factorial design is used to compare the independent and interactive effects of pre-service teachers’ attitudes on Syrian refugees. Participants consisted of 353 senior-level university students. This study finds that there are no significant differences between teachers’ ethnicities and gender on Syrian refugees. The research indicates that integration of refugee children into national education system is crucial; however, the training and education system lacks the philosophy associated with refugees, integration, and multiculturalism. Keywords Syrian refugees . Integration policy . Migration . Education . Turkey

Introduction Since the outbreak of the war in Syria in 2011, Turkey has demonstrated remarkable resilience in accepting more than 3.5 million Syrians (International Crisis Group 2018; UNHCR 2016) and has become a top Syrian refugee-hosting nation in the world (UNHCR 2016; Baban et al. 2017). Since their arrival to Turkey, refugees try to carve

* Arif Akgul [email protected] Hasan Aydin [email protected] Mahmut Gundogdu [email protected]

1

College of Education, Florida Gulf Coast University, Fort Myers, FL 33965, USA

2

University of California, Riverside, Riverside, CA 92521, USA

3

Department of Criminology & Criminal Justice, Indiana State University, Terre Haute, IN 47809, USA

Aydin H. et al.

out their own opportunities for education, employment, and survival (Kilic 2017). According to Human Right Watch (2017), there are 1.5 million school-aged Syrian refugee children living in Turkey, Jordan, and Lebanon, but approximately half of them do not have access to formal education. One of the major obstacles that the Syrians are facing in Turkey is their limited access to public education (HUGO 2014). Although Turkey has taken generous steps to increase enrolment, such as offering free public education and opening afternoon Bsecond shifts^ at schools to accommodate more children, a significant number of children have no access to public schools. There were a total of 960,000 Syrian children of school age in Turkey in 2017 (Idil 2017; Theirworld 2017); however, only 492,554 refugee students had been given access to education. Because barriers such as requirements to obtain identification card of host country, child labor, enrolment requirements, language barriers, and a lack of affordable transportation are keeping children out of the classroom (Akgul et al. 2015; Aydin and Kaya 2017; Kilic 2017). In addition, while 90% of children of families living in refugee camps enrolled at schools, most refugees live outside the official camps in which Bonly 25 percent of school-aged children^ have been registered (Emin 2016) and 534,000 children have not as yet been enrolled in any school. Therefore, school capacity needs to be increased. For example, a recent research indicated that integrating 80% of Syrian children into the Turkish education system would require at least 40,000 new teachers and 30,000 classrooms (Kilic 2017). A lack of educational resources from the government, along with pressure to earn money for their cash-strapped families frequently push Syrian children into the workforce, often undocumented and at risk of violating Turkey’s labor laws (Akgul et al. 2015; Bonessi 2016). When Syrian students first arrived in Turkey, a majority attended Temporary Education Centers (TECs), which are supported by the United Nations Children’s Fund (UNICEF). The TECs have become BTransitional Education Centers,^ as the Turkish Ministry of National Education (MoNE) plans to integrate all Syrians into Turkish state schools by 2020; however, several challenges hinder genuine efforts for integration, including language barriers, cultural misunderstanding, limited training of Syrian teachers on Turkish curricula, the lack of trauma-sensitive instruction that takes students’ psychological needs into account, and discrimination faced by both Syrian students and teachers (Aydin and Kaya 2017; Ogbu 1982; Qaddour 2017). In addition, proponents argued that these challenges can result in prejudice and discrimination, with the result that refugee children, already struggling with an unfamiliar language and confusing cultural changes, must also work to overcome the impact of negative attitudes (Olsen 2000; Portes and Rumbaut 2001; Suárez-Orozco and SuárezOrozco 2001; Yigit and Tatch 2017). The UNHCR (2000) emphasized that education is not only a fundamental human right but also an essential component of refugee children’s rehabilitation. Researchers including Eisenbruch (1988), Huyck and Fields (1981), and Sinclair (2001) have indicated that education is crucial for restoring social and emotional healing (as cited in McBrien 2005). Educators and the school environment are key in facilitating socialization and acculturation of refugee and immigrant children (Hones and Cha 1999). McBrien (2005) stated that Bwhen teachers have not been sufficiently trained to understand the difficulties and experiences of refugee children, they frequently misinterpret the students and their families’ culturally inappropriate attempts to succeed in their new environment^ (p. 330). According

Integration of Syrian Refugees in Turkey: Understanding the...

to Portes and Rumbaut (2001), discrimination was the greatest barrier to adaptation refugee students and it affects the process of acculturation and integration. Syrians in Turkey have been in an integration process since they started to settle down in cities. According to the ECHO (2016) report, many Syrian children have not received any form of education and are at risk of becoming a lost generation. Thus, education and access to legal employment are critical issues. One difficulty in formulating integration policies (Berry 1994) is the education of Syrian refugee children; however, the immediate integration for high school students has resulted in high rates of dropouts. According to several researchers, Bschool dropout of immigrant and refugee students results from a complex mixture of factors, including self-perceptions of their academic ability (Houdyshell 2017; House 2001; Lafer 2014), antisocial behavior and rejection by peers (French and Conrad 2001), lack of psychological and academic preparation before entering public schools and future goals^ (as cited in McBrien 2005). In addition to that, Portes and Rumbaut (2001) indicated that due to the high educational expectations across the diverse refugee groups, some students drop-out because of poverty, language barriers, cultural misunderstanding, and hostile social environment. For example, although the Syrians have a legal status in Turkey, they used to be denied to be enrolled in local public school; however, MoNE formed a new policy for Syrian students that they can register in any public schools within the city regardless of their current address or residency, which created a tension between the citizens (Sozcu 2017). Kilic (2017) argued that the high percentage of young Syrian asylum seekers makes education an urgent issue; however, Turkish public opinion regards any investments in integration as an encouragement for them to stay. Another obstacle is the language barrier for Syrian students in the framework of integration (Qaddour 2017). Thus, the Turkish language barrier is linked to a greater issue of integration, and buy-in from Syrian communities demonstrates how language can have an impact on inclusion. In addition, fearing that their children lose native Arabic language skills, Syrian parents—especially those who see a possibility of returning to Syria—have expressed their hesitancy to send their children to Turkish schools. Moreover, some have pursued at-home course options based on Arabic curricula. On the other hand, language is also a barrier for Turkish teachers to deal with Syrian students. Thus, the language and the lack of contextual knowledge posed barriers between students and teachers and further deepens the isolation of some Syrian students face in new schools. Turkey, which hosts more Syrian refugees than any other country, is now offering the world’s largest window that how today refugee crisis may transform into an even greater future peril: a lost generation of youth who fail to get adequate education for tomorrow’s jobs. These children often arrive in Turkey suffering from nightmares, sadness, depression, anxiety, and a lack of social skills (Bonessi 2016). As an extension, help for refugees requires more than mere measures to save their lives. Efforts are needed to integrate them into the Turkish society. According to Icduygu (2015), Turkey could take steps to improve its asylum and admission system and to encourage the integration of Syrian refugees into Turkish society. Therefore, since, Turkey has no previous experience or program designed to educate and integrate migrant or refugee students and teacher training in the past (Aydin and Kaya 2017) and also, this study is significant to understand pre-service teachers’ attitudes who will teach, care, and deal with refugee students in the future. In this context, the purpose of this study was to examine pre-service teachers’ attitudes on Syrian refugee students. Thus, the researchers addressed the following research questions:

Aydin H. et al.

1. How does multicultural classroom effect teachers’ attitudes on Syrian refugee students? 2. Are there any gender differences in pre-service teachers’ attitudes on Syrian refugee students? 3. Are there any ethnicity differences in pre-service teachers’ attitudes on Syrian refugee students?

Method and Data Sources Participant Participants consisted of 353 (259 male, 93 female) pre-service teachers in Turkey. We recruited participants from a senior level undergraduate students on school of education at one of the state universities in Istanbul, Turkey. The demographic of ethnic groups were Turkish (n = 205), Kurdish (n = 137), Armenian, (n = 3), and other ethnic groups (n = 8). The mean age of the participants was 25 years, ranging from 21 to 33. Data Collection and Analysis Data were collected in Spring 2016 within Turkish context. There were 29 questions in the survey and responses ranged from 1 (strongly disagree) to 5 (strongly agree). All participants were invited to participate voluntarily, being informed that the study would be exploring attitudes towards Syrian refugees in Turkey. To address the first question, the overall distribution of the responses to the survey questions will be reported in both a table format and bar graphs. To assess gender differences in survey question responses (Creswell 2009), MannWhitney tests were performed. To assess ethnicity differences in survey question responses, Kruskal-Wallis tests were performed. The Mann-Whitney and Kruskal-Wallis tests are nonparametric analogs to the t test and one-way ANOVA, respectively. Nonparametric tests need to be used here since the outcome variable for each survey question is ordinal. For all test results, both unadjusted and false discovery rate (FDR) adjusted p values were reported. Since we are performing a large number of hypothesis tests, we need to control for the false discovery rate to reduce the chance of finding false positive results. A factor analysis was also performed to investigate any relationships between larger scales of questions and responses across genders and ethnicities.

Results Survey Results—Comparing Genders Without performing any p value adjustments, only question 5 had a significant difference in responses between genders (Mann-Whitney p = 0.013). After adjusting

Integration of Syrian Refugees in Turkey: Understanding the...

the p values for false discovery rate (FDR), no questions had a significant difference in responses between genders. See Table 1. Survey Results—Comparing Ethnicities Without performing any p value adjustments, question 10 (Kruskal-Wallis p = 0.048), question 17 (p = 0.044), question 22 (p = 0.029), and question 29 (p = 0.012) all had a significant difference in responses between ethnicities. After

Table 1 Comparing survey responses between genders Question

Female mean (SD)

Male mean (SD)

Mann-Whitney unadjusted p value

FDR adjusted p value

Q1

3.882 (1.358)

3.934 (1.152)

0.716

0.865

Q2

3.355 (1.348)

3.222 (1.206)

0.308

0.851

Q3

3.548 (1.363)

3.463 (1.25)

0.394

0.851

Q4

3.495 (1.274)

3.453 (1.226)

0.675

0.851

Q5

3.424 (1.328)

3.074 (1.184)

0.013*

0.377

Q6

3.418 (1.334)

3.45 (1.149)

0.887

0.919

Q7

3.677 (1.408)

3.634 (1.28)

0.502

0.851

Q8

3.789 (1.033)

3.846 (0.927)

0.877

0.919

Q9

2.22 (1.237)

2.323 (1.196)

0.38

0.851

Q10

2.269 (1.303)

2.264 (1.112)

0.574

0.851

Q11

1.75 (1.289)

1.717 (1.067)

0.365

0.851

Q12

3.441 (1.202)

3.434 (1.122)

0.858

0.919

Q13

2.728 (1.43)

2.512 (1.315)

0.248

0.851

Q14

3.587 (1.327)

3.776 (1.069)

0.456

0.851

Q15

4.409 (1.024)

4.371 (0.957)

0.366

0.851

Q16

3.075 (1.385)

3.167 (1.224)

0.64

0.851

Q17

2.418 (1.257)

2.267 (1.038)

0.436

0.851

Q18

1.914 (1.248)

1.707 (1.015)

0.32

0.851

Q19

3.804 (1.32)

3.942 (1.071)

0.819

0.919

Q20

3.86 (1.038)

4.008 (0.894)

0.321

0.851

Q21

3.717 (1.225)

3.687 (1.137)

0.59

0.851

Q22

3.78 (1.093)

3.763 (0.937)

0.526

0.851

Q23

4.011 (1.049)

4.069 (1.009)

0.622

0.851

Q24

3.272 (1.351)

3.12 (1.192)

0.226

0.851

Q25

4.011 (1.07)

3.981 (0.962)

0.515

0.851

Q26

4.258 (0.988)

4.287 (0.806)

0.654

0.851

Q27

2.301 (1.366)

2.271 (1.304)

1

1.000

Q28

3.462 (1.194)

3.732 (1.009)

0.076

0.851

Q29

3.054 (1.314)

2.969 (1.245)

0.58

0.851

Aydin H. et al.

adjusting the p values for false discovery rate (FDR), no questions had a significant difference in responses between ethnicities. See Table 2. Factor Analysis After removing those who did not complete the entire survey, the sample size used for the factor analysis was 284. Horn’s parallel analysis was performed to determine if the data suggested one or more scales to retain. This method works by generating a series of random data sets of the same size as the original,

Table 2 Comparing survey responses between ethnicities Question

Armenian mean (SD)

Kurdish mean (SD)

Other mean (SD)

Turkish mean (SD)

Q1

5 (0)

Q2

4.667 (0.577)

Q3 Q4

Kruskal-Wallis unadjusted p value

FDR adjusted p value

3.934 (1.183)

4 (1.414)

3.897 (1.224)

0.279

0.498

3.304 (1.211)

3.25 (1.165)

3.21 (1.268)

0.205

0.498

4.667 (0.577)

3.426 (1.28)

3.75 (1.035)

3.5 (1.288)

0.314

0.506

3 (1)

3.426 (1.19)

3.5 (1.309)

3.483 (1.283)

0.774

0.863

Q5

3 (1.732)

3.134 (1.2)

3 (1.512)

3.196 (1.24)

0.964

0.964

Q6

2.667 (1.528)

3.493 (1.187)

4.125 (0.641)

3.394 (1.212)

0.251

0.498

Q7

5 (0)

3.635 (1.339)

3.875 (1.808)

3.631 (1.281)

0.142

0.498

Q8

4 (1)

3.845 (0.897)

4.429 (0.535)

3.797 (1)

0.348

0.525

Q9

1 (0)

2.234 (1.196)

2.625 (1.506)

2.338 (1.202)

0.133

0.498

Q10

1 (0)

2.147 (1.126)

2.375 (1.188)

2.351 (1.186)

0.048*

0.348

Q11

2.333 (2.309)

1.622 (0.992)

1.5 (0.535)

1.79 (1.205)

0.901

0.964

Q12

4.667 (0.577)

3.422 (1.103)

4 (0.926)

3.397 (1.172)

0.117

0.498

Q13

1.333 (0.577)

2.585 (1.324)

2.375 (1.408)

2.577 (1.369)

0.384

0.530

Q14

4 (0)

3.796 (1.023)

4 (0.756)

3.662 (1.235)

0.935

0.964

Q15

5 (0)

4.397 (0.905)

4.25 (1.389)

4.369 (1.008)

0.543

0.685

Q16

2 (1)

3.11 (1.227)

2.875 (1.458)

3.191 (1.286)

0.362

0.525

Q17

4 (1)

2.274 (1.136)

2.875 (0.991)

2.289 (1.066)

0.044*

0.348

Q18

1 (0)

1.686 (0.961)

1.375 (0.744)

1.839 (1.167)

0.26

0.498

Q19

4.667 (0.577)

3.926 (1.12)

4.375 (1.061)

3.868 (1.162)

0.292

0.498

Q20

3 (1)

4.03 (0.909)

3.875 (0.991)

3.946 (0.946)

0.24

0.498

Q21

4.333 (0.577)

3.846 (1.039)

4 (0.756)

3.576 (1.237)

0.245

0.498

Q22

4.333 (0.577)

3.918 (0.934)

4.125 (0.641)

3.642 (1.005)

0.029*

0.348

Q23

4.667 (0.577)

4.125 (0.89)

4 (1.309)

4.005 (1.09)

0.678

0.819

Q24

5 (0)

3.19 (1.216)

3.25 (1.389)

3.118 (1.241)

0.069

0.400

Q25

4.667 (0.577)

4.067 (0.894)

4.125 (0.354)

3.926 (1.064)

0.476

0.627

Q26

4.667 (0.577)

4.292 (0.797)

4.25 (0.463)

4.27 (0.91)

0.732

0.849

Q27

1 (0)

2.294 (1.361)

2.375 (1.506)

2.278 (1.289)

0.284

0.498

Q28

3.333 (2.082)

3.809 (0.962)

3.375 (0.916)

3.583 (1.118)

0.278

0.498

Q29

4.667 (0.577)

3.132 (1.246)

2.25 (1.035)

2.896 (1.259)

0.012*

0.348

Integration of Syrian Refugees in Turkey: Understanding the...

Fig. 1 Comparing four scales across gender using boxplots and t tests

calculating the correlation matrix for each, and averaging the eigenvalues. The data sets, being random, represent a world in which there are no systematic associations between any of the variables. The eigenvalues from the real data are then compared to the Bnoise^ eigenvalues, and the eigenvalues from the real data that are greater than the random noise eigenvalues represent the number of scales to retain (Figs. 1, 2) Parallel analysis suggests retaining four scales. The following table is the oblimin-rotated structure matrix, which shows which survey questions compose each scale. Principal axis factoring was used to determine the loadings of each survey question, and the correlations between the scales and the original survey questions were computed. The questions with the highest correlation with each scale represent which questions are contained in that scale (correlations < 0.1 are not shown to improve readability) (Tables 3 and 4). The questions are reasonably spread across the four scales. The highest number of questions in one scale is 11 (MR1), the lowest is 4 (MR2). An approach to gaging a scale’s reliability is Cronbach’s alpha. Cronbach’s alpha is a measure of internal consistency, or in other words, how closely related a set of items are as a group. Ideally, this should be above 0.7 for each scale. With all items included, Cronbach’s alpha is relatively low for scales 2 and 3. To improve Cronbach’s alpha, we can drop some items from these scales. After dropping Q13 and Q18 from scale 2, Cronbach’s alpha for that scale increased to 0.874. After dropping Q11, Q16, and Q27 from scale 3, Cronbach’s alpha for that scale increased to 0.616. After dropping those questions, 24 questions are contained in the scales.

Aydin H. et al.

Fig. 2 t test results within gender

Discussion and Conclusion This study examined the pre-service teachers’ attitudes on Syrian refugees, who would educate, teach, care, and deal with in the future. We believe this study is significant and it will be helpful for further studies whether these pre-service teachers need to be trained or not before starting to teach. Since, Turkey has taken essential steps to integrate over 3.5 million multi-ethnic Syrian refugees, accommodating this massive influx of refugees with less backlash than might have been expected or feared; however, it still faces stark social challenges (International Crisis Group 2018). One particular response to the challenge of educating refugee students in a multiethnic society is to implement democratic curriculum and multicultural educational practices (Aydin and Kaya 2017; Kaya 2015); however, since Turkey is a multicultural society, and accepting millions of refugees, a great deal of the educating and integrating those refugees are limited to the Turkish context. Due to the lack of resources, lack of qualified teachers, language barriers, and a wave of xenophobia is ruining the lives of Syrian refugees in Turkey where they are seen as criminals, accused of stealing jobs, and responsible for anything that goes wrong (Simsek 2015). The Turkish government’s implementation of the rights of refugee children does not match what the legal rights claim. While the Turkish government has established policies to address the refugee population, it lacks a system, which will ensure the education of all refugee children within the country. Syrian refugee children in Turkey do not receive the proper education that guaranteed to them in the aforementioned limitations and challenges are at risk of becoming a lost generation. In addition, the government has not integrated refugee children into national education systems (Mitchell 2014). As some research (Butkus et al. 2016) and the present article indicate that the level of education is a very important factor affecting peoples’ attitude towards refugees.

Integration of Syrian Refugees in Turkey: Understanding the...

Table 3 Factor loadings

Item

Scale 1

Q1 Q2 Q3

0.403

Q4

0.17

Scale 2

Scale 4

Highest correlation

0.384

0.681

Scale 4

0.243

0.626

Scale 4

0.117

Scale 3

0.128

0.757

Scale 4

0.761

0.158

Scale 3

0.132

Q5

0.3

0.375

Q6

0.185

0.494

Q7

0.364

Q8

0.403

Scale 3 Scale 3

0.577

Scale 4

0.206

Scale 1

Q9

0.864

0.129

Scale 2

Q10

0.842

0.152

Scale 2

Q11 Q12

0.112 0.215

Q13

0.281

Q14

0.477

Q15

0.527

0.608

Scale 4

0.441

Scale 1

0.282

Scale 4

0.282 0.107

Q18

Scale 4 Scale 2

0.124

Q16 Q17

Scale 3 0.473

Scale 3

0.264

Scale 2

Q19

0.605

0.195

Q20

0.531

0.183

Q21

0.49

Q22

0.587

Q23

0.503

Scale 1 Scale 1 Scale 1

0.212

Scale 1

0.709

0.439

Scale 1

Q24

0.308

0.368

Scale 4

Q25

0.816

0.578

Scale 1

Q26

0.754

0.481

Scale 1

Q27

0.113

0.27

0.373

Scale 3

Q28

0.535

0.26

Scale 1

Q29

0.378

0.327

Scale 1

Despite the fact that we do not see any differences in the attitudes between the groups of people with different ethnic identity, gender, and geographic line, the estimation results clearly show that, in general, with a multi-ethnic identity, there is Table 4 Reliability within scales

Scale

Cronbach’s alpha

Scale 1

0.840

Scale 2

0.630

Scale 3

0.545

Scale 4

0.782

Aydin H. et al.

a probability of having a positive attitude towards refugees in Turkey. Multiple studies analyzed the gender and indicated that there is no differences on attitudes on Syrian refugees (Alpak et al. 2015; Tarman and Gürel 2017; Schweitzer et al. 2005). The demographic information revealed that attitudes towards Syrian refugees were not influenced by gender. The present study had results parallel to previous studies. In fact, the result of survey indicates that no questions had a significant difference in responses between genders; however, there found a significant difference on items 10, 17, 22, and 29 in between ethnicities and female participants scored significantly higher than male participants on measures of negative attitudes. It may be speculated that women might perceive Syrian refugees as a greater aspect to resources than men based on traditional or cultural stereotypes in Turkish societies. Since, there are four items that showed significance based on ethnicities, however, we do not have clear statistical evidences to support the view that male and female have significantly different attitudes towards Syrian refugees. But we estimated that Kurdish and other ethnic minorities have more likely have a positive attitude towards Syrian Refugees in Turkey compared to Turkish origin. Thus, we have partial evidences not to reject our hypothesis because we see ethnicity differences in the attitudes even though there are only difference in four items. In order to support integration of multicultural societies, the implementation of policy measures that support the improvement of people attitudes towards refugees is crucial (Butkus et al. 2016). In addition, teachers need to confront their own attitudes towards immigrant and refugee children and create classrooms in which there is multicultural education and respect for all children (Corona et al. 2017; McBrien 2005; Kugler 2009). Thus, without significant social, political, and society support, Syrian refugees are especially vulnerable to this negative pattern. In addition, another study pointed out that refugee parental beliefs and the parents’ confusion in their own quest for social integration can become obstacles to the children if they will not receive support from teachers, peers, and school administrators (McBrien 2005). It is argued that pre-service teachers and teachers are not trained to understand the issues faced by refugees in their classrooms. They are prone to speaking or behaving in insensitive ways that bring about embarrassment, shame, or depression in the students (Trueba et al. 1990). Because, like all children in Turkish schools, Syrian children must be granted to have the right to access the schools with high quality of education. UNICEF indicated that to enhance the quality of learning in all schools where there are Syrian children, due consideration needs to be given to employing Syrian teachers who have the understanding and experience of teaching these children; however, they experience difficulties, as do their Turkish peers, with overcrowded schools, lack of school resources, and the high level of violence in schools. Three are additional challenges in understanding the Turkish dialect and integrating into the school environment (UNICEF 2015). In addition, scholars suggested that Turkish public schools must provide cultural training for teachers, intercultural activities for Syrian refugee students, and an emphasis on bilingual education (Aydin and Kaya 2017). This study also suggests that increasing access to public schools would require a curriculum approach that would support Syrian children making the language transition in the medium of instruction from Arabic to Turkish. Additional language support and

Integration of Syrian Refugees in Turkey: Understanding the...

training and perhaps employing Syrian teachers would facilitate such a transition. Moreover, in all educational settings, whether Turkish schools or temporary education centers in camps and host communities, there is a need to add a psychosocial curriculum and support for children fleeing violence, crime and conflict. In addition, it is evident that all teachers, including Turkish teachers, need professional development and support to work with Syrian refugee children. This includes training in dealing with children who have experienced trauma and violence as well as training in peace education and conflict resolution curricula. Publisher’s Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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