The Role of School in the Identification of Afghan Refugee Adolescents in Iran

Mohammed Javad Imani; Hamed Nazari; Somayeh Mirashe

doi:10.31686/ijier.vol10.iss9.3878

Authors

Mohammed Javad Imani University of Tehran https://orcid.org/0000-0001-8263-8769
Hamed Nazari University of Auckland https://orcid.org/0000-0002-1894-8540
Somayeh Mirashe German Institute of Development and Sustainability (IDOS) https://orcid.org/0000-0001-8718-3329

DOI:

https://doi.org/10.31686/ijier.vol10.iss9.3878

Keywords:

Identity, Afghan Refugee, Independent Schools, Qualitative Interview, Narrative Identity

Abstract

Purpose: This article explores the role of independent schools in the identity formation of Afghan refugee adolescents. Method: Following Thematic Analysis, 21 Afghan students studying were qualitatively interviewed. Findings: The Afghan adolescent used the accommodation strategy in Iran and achieved identity integrity through the narrative of intimacy. For them, the past (Afghanistan) is a ‘Nowhere land’, the present (Iran) is a ‘no here land’, and the future is ambiguous. The independent schools have the potential to rebuild their past, provide a pleasant present, and picture a hopeful future. It is a place where they can write their identity biography.

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