File #2353: "2018_Book_RefugeesAndMigrantsInLawAndPol.pdf"
Testo
1|Foreword|5
1|Foreword|8
1|Prologue|11
1|Contents|57
1|About the Authors|61
1|Part I: The Background of the ``Refugee Problem´´: History, Present and Future in the Light of Research-The Role of the Media|79
2|Demography, Migration, and the European Welfare State|80
3|1 A Short Introduction to Demography, Population Growth, and Migration|81
4|1.1 Population Growth in Numbers: A Wild Ride Through Data and Facts|81
4|1.2 A Short History of Changing Birth Rates|83
4|1.3 Why Do Populations Grow Despite Falling Birth Rates?|84
4|1.4 Falling Birth Rates Worldwide and Fundamental Differences Between Regions|86
4|1.5 Education and Birth Rates|86
3|2 Demography and the Decline of the European Welfare State|87
4|2.1 Europe´s Demographic Problem|88
4|2.2 Pay-as-You-Go Systems at the Crossroads|90
4|2.3 Europe in Contrast with the Rest of the World|92
3|3 The African Challenge|94
3|4 The Consequences of Migration for Europe|95
4|4.1 A Massive Security Problem|96
4|4.2 The Worst Debate of All?|98
4|4.3 Migration Changes the Composition of the Society|98
4|4.4 Parallel Societies Instead of Integration|99
4|4.5 Islam in Europe and the Return of the Family|100
4|4.6 Fear and the Erosion of Democracy and the European State|101
3|5 The Consequences of Migration for the Countries of Origin|102
4|5.1 Remittances: The Better Way of Development Aid?|102
4|5.2 Exodus: How Emigration Inhibits Development and Destroys Countries|104
4|5.3 Brain Drain Versus Brain Gain|104
3|6 Conclusion and Outlook|105
4|6.1 The Idea of a Global Marshall Plan|105
4|6.2 Can Immigrants Save the European Welfare State?|106
3|7 Demographic Challenge, Automation, and the North-South Dialogue|108
3|8 Epilogue|110
3|References|111
2|Immigration of Refugees into Northwest Europe: Austria, Belgium, France, Germany, the Netherlands, and the United Kingdom|114
3|1 Introduction|115
3|2 Statistical Data on Refugees in Northwestern Europe|116
4|2.1 Migration of Refugees to Northwestern Europe from the 1990s Onward|117
4|2.2 First-Time Asylum Applicants and Decisions in Northwestern Europe and the EU|119
3|3 Refugee Policies|122
4|3.1 Integration of Refugees in the Member States of the EU|122
4|3.2 Austria|124
4|3.3 Belgium|127
4|3.4 France|128
4|3.5 Germany|130
4|3.6 Netherlands|133
4|3.7 United Kingdom|135
3|4 Civic Education and Global Civic Education|137
3|5 Conclusion|140
3|References|143
2|Law and (B)Order: Will Border Fence and Transit Zones Stop the Asylum Seekers´ Wave on the Balkan Route?|151
3|1 Introduction|152
3|2 Understanding of Migration|153
3|3 Immigration to Europe|155
3|4 The Critical Issue: The Balkan Migration Route|156
3|5 Hungary in the Global Migration Flow|161
4|5.1 Historical Background in Hungary|161
4|5.2 Social Trends and Dynamics After the Political Transition of 1990|162
5|5.2.1 The Political Landscape|163
6|Extreme Rightwing Radicalization|163
4|5.3 The Migration Crisis of 2015 in Hungary|165
4|5.4 Human Rights Organizations|175
3|6 Conclusions|178
3|References|184
2|Who Can Claim Protection as a Refugee? A Sociological Critique of the Distinction Between Refugees and Migrants|186
3|1 Introduction|187
3|2 Refugees: A Contested and Problematic Category|188
3|3 Flight, Forced Migration, and Mixed Migration Flows|190
3|4 Roma as Refugees: Results from a Case Study|192
3|5 A Task for Critical Refugee Studies|195
3|References|196
2|Refugees and Migrants in the Media: The Black Hole|199
3|1 Introduction|200
3|2 Definition of the Research Field|201
3|3 Current State of Research|201
4|3.1 Xenophobia and Empathy|201
4|3.2 Crimmigration: Media Images of the Criminal Refugee|203
4|3.3 Boundary Blurring|203
4|3.4 Economic Opportunities and Risks|204
3|4 Empirical Findings|204
4|4.1 Foreign Offenders Are in Focus, Foreign Victims Are Rarely Mentioned|205
4|4.2 Non-Germans Are Especially Depicted in Regard to German Fears|206
4|4.3 Honor Killings|207
4|4.4 Refugees and Migrants Are Rarely Quoted|207
4|4.5 Boundary Blurring|208
4|4.6 Economic Opportunities and Risks|208
3|5 Conclusion|209
3|References|209
2|Media Reporting on Refugees and Related Public Opinion in Serbia|211
3|1 Introduction|212
3|2 Refugees in Serbia: Background Information|212
4|2.1 European Integration and the Question of Refugees in Serbia|215
3|3 Media Image of Refugees in Serbia|217
4|3.1 Moral Panics Due to Refugees|219
4|3.2 Media Reporting on the Challenges of Refugee Crisis|221
3|4 Research Results on Citizens´ Attitudes Toward Refugees|223
3|5 Answers|232
3|6 Conclusion|233
3|References|234
1|Part II: The Two Sides of One Coin: Integration of Refugees/Migrants in Host Countries|236
2|Norms, Values, and Education: How Different Are Immigrant Youth from Native Youth? Insights from the Third International Self-...|237
3|1 Introduction|238
3|2 Family, Schools, and Religion as ``Moral Educators´´|238
3|3 Chapter Framework|240
3|4 The Data: The International Self-Report Delinquency Study (ISRD3)|241
3|5 School-Related and Education Measures|242
4|5.1 Bonding to School|242
4|5.2 Bonding to Teacher|244
4|5.3 School Performance|245
4|5.4 Truancy|246
3|6 Morality as Measured by Prosocial Values|246
3|7 Prosocial Values and Migrant Status|250
3|8 Morality as Measured by Sense of Shame|250
3|9 Shaming and Migrant Status|255
3|10 School, Prosocial Values, Sense of Shame, and Migrant Youth: ISRD3 Results|257
3|11 Some Thoughts on Policy|259
3|References|262
2|Refugee Access to Tertiary Education|263
3|1 Foreword|264
3|2 Introduction|265
3|3 The Right to Education|265
3|4 The Reality of Accessing Higher Education|266
3|5 Inspiring Practices: Recognition of Degrees and Skills|266
3|6 More Is Needed|267
3|7 The Dilemma|268
3|8 Bridging Courses|269
3|9 Syrian Refugee Students|270
3|10 Information Communication Technology/Distance Learning|270
3|11 Refugee Education Is Uneven and Limited|271
3|12 The United States: ``Exceptionalism´´|272
3|13 Scholarships Available Elsewhere|272
3|14 Austria Case Study|273
3|15 Conversion/Nostrification of Foreign Degrees|274
3|16 Refugees´ Own Initiatives|274
3|References|276
2|On the Importance of Preschool Civic Education for the Global Culture of Lawfulness|278
3|1 Introduction|279
3|2 Background|280
4|2.1 Children of Refugee or Migrant Parents|282
3|3 On the 2030 Culture of Lawfulness for Refugees and Migrants|285
3|4 ``Global North´´ Preschool Education and Subsequent Welfare|286
3|5 Cognitive and Noncognitive Values in Preschool Education of Immigrant Children|288
3|6 On Moral Foundation of Kindergartens|289
3|7 On Critical Thinking|294
3|8 Pro domo sua|295
3|9 Conclusion and Conjectures on the 2030 Kindergarten Culture of Lawfulness|298
3|References|301
2|``Living with and Learning from Refugees´´: Schools in Vienna Dealing with Global Challenges|305
3|1 Introduction|306
3|2 What Kind of Education Do We Need in Democratic Countries?|308
3|3 Religious Education as a Part of the General Curriculum and Overall Education|310
3|4 The Contribution of Religious Instruction to Democratic Education|313
3|5 School, Religion, and Democratization: Perspectives of Religion Teachers in Vienna|315
4|5.1 Public Schools as Places of Learning|318
4|5.2 Religion in the Ambivalent Situation Between Its Rejection and Being the Home of One´s Identity|321
4|5.3 ``Religion Is a Private Matter?´´ The Contribution of Religious Education to Education in Democracies|323
3|6 Conclusion with Recommendations|327
3|References|328
2|Teaching About Migrants and Refugees of West African Countries: UNESCO´s Experience and Recommendations for Educationists and ...|331
3|1 Introduction|332
4|1.1 Overview of the Chapter|332
5|1.1.1 Why Teaching About Migrants and Refugees Is Important|332
5|1.1.2 Migrant and Refugee ``Problem´´ in West Africa|333
5|1.1.3 Approach to the Migrant and Refugee ``Problem´´|334
5|1.1.4 Structure of Subsequent Sections|335
3|2 Regional Context|335
4|2.1 Low Economic and Human Development Leading to Vulnerability in West Africa|335
4|2.2 Access to Education|336
4|2.3 Literacy and Language|338
3|3 Challenges and Opportunities for Civic Education for West African Countries|339
4|3.1 Major Characteristics, Issues, and Needs of Migrants and Refugees of West African Countries|340
5|3.1.1 Migration Flows of West African Countries|340
5|3.1.2 Refugee Populations in Sub-Saharan Africa (SSA)|341
5|3.1.3 Major Characteristics of Migration in West Africa|342
6|Further Concerns Raised by Migration in West Africa|343
5|3.1.4 Barriers and Potential Solutions to Integrating Refugees into Education Systems|344
4|3.2 Role of Civic Education for Migrants and Refugees|346
5|3.2.1 Global Citizenship Education (GCED)|346
5|3.2.2 Prevention of Violent Extremism Through Education (PVE-E)|348
5|3.2.3 The Role of Nonformal and Informal Education in PVE in West Africa|348
4|3.3 Context-Responsive Delivery of Civic Education and Social Integration Program|349
5|3.3.1 Peace Education Project in West Africa: Reaching Out to 15 Countries Through Regional Economic Community|350
5|3.3.2 Host Country´s Support in a Developed Country: Postsecondary Education Community´s Response to the Refugee Crisis in Can...|351
5|3.3.3 Recognition of Refugees´ Qualifications (Regional Cooperation) by World Education Service (WES)|352
4|3.4 Assessment of Civic Education|353
5|3.4.1 SDG Monitoring|353
5|3.4.2 The World Programme for Human Rights Education (WPHRE)|354
6|Implementation of the First Phase and Second Phase of the WPHRE|354
5|3.4.3 UNESCO 1974 Recommendation Concerning Education for International Understanding, Cooperation and Peace and Education Rel...|354
4|3.5 The Role of Governments and Partners|355
5|3.5.1 Integration of Education in Emergencies (EiE) into National Education Systems|355
3|4 Summary and Conclusion|356
4|4.1 Addressing the Issues and Needs of Migrants and Refugees|357
4|4.2 Role of Civic Education|357
4|4.3 Effective Delivery of Civic Education|358
4|4.4 Assessment of Civic Education|358
4|4.5 The Role of Governments and Partners|359
5|4.5.1 Recommendations to Support Refugees|359
5|4.5.2 Recommendations on GCED in West Africa|359
5|4.5.3 Monitoring and implementation of the key global of instruments|360
3|References|361
2|Democracy or Sharia? Political Attitudes Among Refugees in Berlin in Summer 2016|364
3|1 Introduction|365
3|2 Study Description|366
3|3 Target Group and Distribution of Questionnaires, Incentivization|366
3|4 Education Bias|368
3|5 Questionnaire Design and Translation Issues|368
3|6 Representativity of the Sample|369
3|7 Political Attitudes Among Refugees|371
4|7.1 Acceptance of Democracy|371
4|7.2 Support of a ``Strong Leader´´ and ``Law and Order, if Necessary by Force´´|374
4|7.3 Freedom of Opinion|375
3|8 Religious Fanaticism Is Not a Typical Expression Among the Refugees|376
3|9 Conclusion|379
3|References|380
2|Migration in Germany: An International Comparison on the Psychotraumatic Stress Among Refugees|382
3|1 Introduction|383
3|2 Psychological Burden on Refugees|387
3|3 This Study|392
4|3.1 Operationalization of PTSD and Sample|392
4|3.2 Results|393
3|4 Discussion of the Results|405
3|References|415
2|Psychological and Organizational Aspects of Migration of a Special Group of Refugees: The Example of the Special Quota Project...|424
3|1 Introduction to Yazidism|425
3|2 The Humanitarian Admissions Program Special Quota Project Baden-Wuerttemberg|426
3|3 Organizational Aspects of the Refugee Care System|426
4|3.1 Challenges for the Municipalities in the Special Quota Project|427
4|3.2 Admitted Persons to the Special Quota Project|428
3|4 The Special Quota Project in Freiburg|429
4|4.1 Description of the Total Group in Freiburg|429
4|4.2 Psychological Stepped-Care Approach|430
4|4.3 Evaluation|433
3|5 Conclusion|433
3|References|434
2|Labour Market Access and Labour Opportunities for Refugees. Examples from Freiburg|436
3|1 Introduction|437
3|2 Labour Market Access for Refugees: Regulations and Challenges|438
3|3 Recognition of International Professional Certificates|440
4|3.1 The Recognition Process|440
3|4 Competence Centre for Refugees|441
3|5 Labour Opportunities for Refugees|443
3|6 Outlook/Conclusion|444
2|A Culture of Welcome: Challenges and Experiences in the City of Freiburg/Germany|447
3|1 Introduction|448
3|2 Voluntary Support for Refugees in Freiburg|448
4|2.1 2014: The Early Birds|448
4|2.2 2015: Rising Numbers of Refugees and Voluntaries|449
5|2.2.1 Regional Organized Groups|450
5|2.2.2 Social Media Organized Groups|451
5|2.2.3 Topic-Related Groups|451
5|2.2.4 Individuals|452
4|2.3 2016 Consolidation and Coordination|452
5|2.3.1 Acknowledgements|452
5|2.3.2 Coordination|453
5|2.3.3 Transparency|453
5|2.3.4 Accommodation|454
5|2.3.5 Voluntary Support|454
5|2.3.6 Trainings and Conventions|455
5|2.3.7 Opening New-Shared Accommodations|456
5|2.3.8 Projects|456
4|2.4 2017: Integration and Expectations|457
5|2.4.1 Networking|457
5|2.4.2 Empowerment and Participation|458
5|2.4.3 Motivation and Expectations|458
3|3 Conclusion|459
2|Wounded and Uprooted: Seeking Refuge in the Land of Others|460
3|1 Introduction|461
3|2 Multiple Aspects of the Experience|462
3|3 Quality of the Experience|463
3|4 Multimodal and Whole-Person Approaches|465
3|5 Final Thoughts|466
3|References|467
2|Generalized Trust and Attitudes Toward Refugees in Portugal and Spain|468
3|1 Introduction|469
3|2 Theory|474
3|3 Methods|477
4|3.1 Sample|477
4|3.2 Measurement|477
3|4 Findings|480
3|5 Conclusions|483
3|References|485
1|Part III: Meeting the Challenges for a Global Civic Education: Country Studies with Practical Experiences|488
2|Refugees in the United States of America from a Victimological Perspective|489
3|1 Introduction|490
3|2 Definitions|491
3|3 Magnitude|491
3|4 History|492
3|5 Contemporary Issues|494
3|6 Services for Refugees|497
3|7 Conjectures About the Future|498
3|References|499
2|It´s Just Europe´s Turn: EU´s and Greece´s Responses to the Current Refugee and Migration Flows|503
3|1 Timeless Concepts and Contemporary Challenges|504
4|1.1 ``Current´´ Approaches to ``Past´´ Ideas|504
4|1.2 Pressing Numbers and Inescapable Demands|508
3|2 Reception of the ``Newcomers´´|511
4|2.1 EU as a ``Host Territory´´|511
4|2.2 Greece as a Host Country|514
3|3 To Sum Up (or How to Recognize an Opportunity and Not Let It Pass By)|518
3|References|520
2|Refugees and Asylum Seekers in Central European Countries: Reality, Politics and the Creation of Fear in Societies|523
3|1 Introduction|524
3|2 Czech Republic|525
4|2.1 Historical Background|525
4|2.2 Recent Inward Migration|526
4|2.3 Overview of Basic Legal Provisions and Measures|528
4|2.4 Foreigners and Migrants|529
4|2.5 Immigrants, Migration and the Public|530
3|3 Hungary|533
4|3.1 Movements of Refugees into Hungary After 1989|533
4|3.2 Summary of New Legal Provisions and Public Policies|535
4|3.3 Changes in Attitudes of Hungarian People Towards Refugees After 2015|541
4|3.4 Refugee Crisis and Crime|544
4|3.5 Conclusion|545
3|4 Poland|546
4|4.1 Movements of Refugees into Poland After 1989|546
4|4.2 Summary of New Legal Provisions and Public Policies|548
4|4.3 Changes in Attitudes of Poles Towards Refugees After 2015|550
4|4.4 Prejudice-Motivated Crime Against Migrants|553
3|5 Conclusions|555
3|References|556
2|Migration Issues in Slovenia: Beyond the Rhetoric of University-Level Criminology and Crime Prevention Education for Sustainab...|561
3|1 Introduction|562
3|2 Criminology and Migrations|567
3|3 Migrations in Slovenia After the Second World War|571
3|4 The Role of Slovenia in the Balkan Migration Route|573
4|4.1 Legal Framework|575
3|5 Integration Process in Slovenia|578
3|6 Impact of Migrations in Slovenia on Criminology and Higher Education|580
3|7 Conclusion|584
3|References|586
2|Crossing the Boundary: Refugees and (Irregular/Nondocumented) Immigrants in India: Challenge of Integration|594
3|1 Introduction|595
3|2 South-South Migration|596
4|2.1 Who Are Refugees and the Others?|597
4|2.2 Figures at a Glance|598
4|2.3 Refugee Status|599
3|3 Historical Background of Major (Refugee/Immigrant) Flows|600
4|3.1 Irregular/Nondocumented Immigrants|601
4|3.2 Women Refugees: Gendered Immigration|602
4|3.3 Political Dimensions|603
4|3.4 Hosting Refugees and Meeting the Challenge: Irregular/Nondocumented Immigrants and Ethnic Diversity|604
5|3.4.1 Sustainable Livelihood: Role of Life Skill Education and Formal Education|604
5|3.4.2 Ethnic Diversity and Conflicts|607
4|3.5 Governance Problems and Economic Aspects|608
4|3.6 Gender, Abuse, and Crime|609
3|4 Challenge of Diversity, Political Implications for States, and the Background of Court Cases|611
4|4.1 Rights Approach and Some Court Cases|612
3|5 Conclusion|614
3|References|616
2|Regional Governance of Migration in the Southern African Development Community: Migration Regimes and Their Implications for t...|619
3|1 Introduction|620
3|2 Regional Governance of Migration in SADC: Falling Behind the Rest of Africa|620
4|2.1 If ECOWAS Sets the Pace, SADC Has for More than Two Decades Struggled to Keep Up|622
4|2.2 In This Context, the Effective Absence of a Meaningful Regional Regulatory Framework for Migration Is Somewhat Surprising|623
4|2.3 SADC Lacks a Coherent or Effective Regional Framework for the Regulation of Intraregional Migration. But What of South Afr...|624
4|2.4 Clearly, There Is a Significant Gap Between Rhetoric and Actual Policy at Both the National and Regional Levels|627
3|3 South Africa´s Development of a More Restrictive Migration Policy: Implications for the Situation of Refugees and Migrants i...|628
4|3.1 The Current Legal Regime in South Africa Offers Ample Protection to Asylum Seekers and Refugees, at least in Theory|629
4|3.2 This Legal Regime Is Set to Change, Introducing Further Restrictions|632
4|3.3 Deportations Are Used Increasingly as an Instrument of Migration Management|632
4|3.4 The Progressive Right to Work and Education Is a Reality Only in Theory|633
4|3.5 Recent Xenophobic Attacks Are an Expression of Broader Tensions|635
3|4 Conclusion|636
3|References|637
2|Fear of Crime and Terrorism Among Israeli and Swedish Citizens|640
3|1 Introduction|641
4|1.1 Theoretical Background: Fear of Crime and Fear of Terrorism|642
4|1.2 Fear of Crime and Fear of Terrorism in Israel and Sweden|644
3|2 Method|646
4|2.1 Participants|646
4|2.2 Instruments|646
4|2.3 Procedure|647
3|3 Results|648
4|3.1 Victimization Experience: Objective Exposure to Terrorism and Crime|648
4|3.2 Differences in the Research Variables Between Israel and Sweden|648
3|4 Discussion|650
4|4.1 Fear of Crime, Neighborhood Disorder, and Social Integration|650
4|4.2 Fear of Terrorism, Neighborhood Disorder, and Social Integration|652
3|5 Conclusions|653
3|References|654
1|Part IV: Refugees and Social/Criminal Behaviour|659
2|More Refugees, More Offenders, More Crime? Critical Comments with Data from Germany|660
3|1 Introduction|661
3|2 The Development of Crimes, Committed by Non-Germans|662
3|3 Crimes Against Refugees and Migrants in Germany: Overview and Developments of the Past Decade|670
3|4 Violence Against Migrant Women|676
3|5 Conclusion|682
3|References|683
2|Risk Factors for Violence Against Refugee Women|686
3|1 Introduction|687
3|2 The Global Context of Violence Against Women|687
3|3 Inequalities, Intersectionality, and Violence Against Women|689
3|4 Risk Factors in Home Countries|691
3|5 Risk Factors for Violence During Transit|694
3|6 Risk Factors in Destination Countries|695
3|7 Assessing Risk for Violence Against Refugee Women: An Example from Europe|697
3|8 Conclusions|702
3|References|703
2|Refugees and Migrants in German Prisons: Outlining Problems and Solutions|708
3|1 Introduction|709
3|2 Criminality of Migrants and Refugees|711
3|3 Penal System|713
4|3.1 Amount of Migrants and Refugees in German Prisons|713
4|3.2 Problems and Solutions in Dealing with Migrants in the Prison System|717
5|3.2.1 Problems|717
5|3.2.2 Solutions|719
3|4 Conclusion|722
3|References|725
1|Part V: Next Steps|729
2|Who Is a Refugee in the European Union? International and Supranational Aspects of Legal Reform and Integration|730
3|1 Introduction|731
3|2 Human Rights and International and Supranational Refugee Law|733
3|3 The Common European Asylum System|736
4|3.1 EU Legal Instruments on Asylum and the Qualification Directive|736
4|3.2 The Asylum Procedures and Reception Conditions Directives|738
4|3.3 Dublin System|739
3|4 Supranational Case Law|741
4|4.1 European Court of Human Rights|742
4|4.2 The European Court of Justice|744
3|5 Integration of Third-Country Nationals|747
3|6 Conclusion|750
3|References|753
2|United Nations ``Earth Jurisprudence,´´ Its Golden Rule, the ``Refugee Problem,´´ and Urban Safety|756
3|1 Introduction|757
3|2 The Golden Rule as the Backbone of Cooperation|758
3|3 Reciprocity Expanded and Interpreted|759
3|4 Justice and the Equal Access to It|759
3|5 Women and the Gender Meaning of Property|761
3|6 ``Property´´ and ``Justice´´|762
3|7 Urban Safety and Home|764
3|8 Women Safety Audits and Honor Crimes|767
3|9 The Golden Rule, the ``Refugee Problem,´´ and Urban Stewardship for Safety|769
3|10 Conclusion|772
3|References|776
2|Addressing the Plight of Immigrants and Refugees: The Role of UNIDO|780
3|1 Introduction|781
3|2 Challenges for Productive Empowerment|783
3|3 UNIDO´s Responses in Selected Countries|784
4|3.1 The Rationale for UNIDO Interventions|784
4|3.2 Liberia|785
5|3.2.1 Results|786
4|3.3 Sudan|787
4|3.4 South Sudan|789
4|3.5 Guinea: Quick Impact Program for Refugee Zones|790
4|3.6 The Syrian Crisis and UNIDO in Affected Areas of Turkey, Lebanon, Jordan, and Iraq|791
4|3.7 Turkey: Vocational Training for Syrian Youth and Women Refugees Using Fixed and Mobile Apparel Skill Units|792
5|3.7.1 Lebanon: Community Empowerment and Livelihoods Enhancement Project (CELEP)|793
4|3.8 Jordan: Promoting Social Cohesion and Harmony in the Host Communities of the Syrian Refugees in Mafraq|794
4|3.9 Iraq: Partnering for Employment and Economic Revival of Its Industrial Manufacturing Sector|795
3|4 The Way Ahead|796
3|5 Conclusions|797
3|References|798
2|Conflict Management for Refugee Management|799
3|1 Introduction|800
3|2 The Complexity of the Refugee-Conflict Interface|801
4|2.1 Intracluster Conflicts|803
4|2.2 Intercluster Conflicts|804
4|2.3 Interconnectedness of Conflict Arenas|805
3|3 Management Basics|807
4|3.1 Paradigms, Patterns, and Parameters of Management|807
4|3.2 Refugee Management|809
4|3.3 Conflict Management|811
3|4 Managing Refugee-Related Multiconflict Constellations|813
4|4.1 Modeling Refugee-Related Multiconflict Management|813
4|4.2 Specification of Performance Criteria|815
4|4.3 Diagnostics|817
4|4.4 Intervention in Multiconflict Management|819
5|4.4.1 Spectrum of Approaches|819
5|4.4.2 Ranking Approach|820
5|4.4.3 Portfolio Approach|821
5|4.4.4 Nexus Approach|822
3|5 Conclusion|824
3|References|825
3|Conflict Management Glossaries|827
2|Volunteers Change the Lives of Refugees and the Entire Society|828
3|1 What We Initially Will Not Mention|829
3|2 Extent and Importance of Volunteering in General|830
3|3 Who Engages in Refugee Relief?|831
3|4 Motives of the Voluntary Helpers|832
3|5 Importance of the Media|834
3|6 What Do Voluntary Helpers Do?|836
3|7 It´s All About the Attitude|840
3|8 Differentiating Between Voluntary Helpers and Employees|841
3|9 High Standards to Be Met by Voluntary Helpers|842
3|10 What Experiences Do the Voluntary Helpers Gain?|843
3|11 Volunteer Work in the Education System|844
3|12 Migrants as Gatekeepers/Bridge Builders|846
3|13 Cooperation with Trade and Industry: Employment|847
3|14 Cooperation with Experts and Advisory Services|848
3|15 Preparation and Mentoring|849
3|16 Further Development|850
3|17 Overall Assessment|853
3|References|855
2|Migration in the Light of Criminology and Psychology: ``Win-Win´´ in Theory and Practice|859
3|1 Introduction|860
3|2 ``Win-Win´´ Concept in Criminology and Theory of International Relations|861
3|3 Game Theory in International Relations in the Context of the Migrant Crisis|862
3|4 The Common Good as a Component of Good Preferences|867
3|5 Trust Game|868
3|6 Refugee Experience|868
3|7 Change of Culture|870
3|8 Culture and Well-Being|875
3|9 Migration Profits? Summary of Research Findings|877
4|9.1 The Conduct of Research|878
4|9.2 Research Methods|879
4|9.3 Results|880
3|10 Instead of Conclusions (the Case of a Positive ``Win-Win´´ Game)|883
3|References|885
2|Citizens of ``Homeland Earth.´´ UNESCO on the Road to ``Global Citizenship Education´´: The Refugee Example|890
3|1 Introduction|891
3|2 GCED: The Concept|892
4|2.1 Different Meanings of Global Citizenship Education|892
4|2.2 GCED: A New Framework of Thinking|895
3|3 GCED and the Refugee Issue|897
3|4 UN, UNESCO, and GCED|902
4|4.1 Beginnings, Frameworks, Activities|902
4|4.2 The UNESCO Concept of GCED|904
4|4.3 UNESCO, Other UN Bodies, and the Refugee Issue|908
3|5 ``At the Core of Political Life.´´ Conclusion|912
3|References|915
1|Epilogue|918
2|1 Poetic|919
2|2 Political Correctness|921
2|3 Paradigmatic Inclusiveness|922
2|4 Managing Inclusiveness|925
3|4.1 ``Zero Tolerance´´ as a Criminological Instrument for Countering Exclusion in a Multicultural Society and the Protection o...|928
2|5 Civic Education in Phases and Faces of Culture of Lawfulness|930
3|5.1 Patriarchalism and Contractualism|931
3|5.2 ``In Larger Freedom´´ Revisited|932
3|5.3 Fertility|935
3|5.4 Longevity|936
2|6 Criminological Reflections on Civic Education|937
2|7 Fear Has a Quick Ear?|940
2|8 Culture of Lawfulness, Creative Diversity, and Empowerment|941
2|9 Constitutive Essentials of Integration and Civic Education: The Right to Safety, the Right to Life, and the Right to Dignity|943
2|10 Citizenization and a Further Look at the Practice of Urban Integration|944
2|11 Global Culture of Lawfulness|950
2|12 Global Civic Education for the Years Ahead|952
2|13 Focus on a ``Glass Ceiling´´|955
2|14 Mind the ``Heart,´´ ``Head,´´ and ``Pocket´´|956
2|15 Scripting What Comes After 2030?|956
2|References|962
1|Foreword|8
1|Prologue|11
1|Contents|57
1|About the Authors|61
1|Part I: The Background of the ``Refugee Problem´´: History, Present and Future in the Light of Research-The Role of the Media|79
2|Demography, Migration, and the European Welfare State|80
3|1 A Short Introduction to Demography, Population Growth, and Migration|81
4|1.1 Population Growth in Numbers: A Wild Ride Through Data and Facts|81
4|1.2 A Short History of Changing Birth Rates|83
4|1.3 Why Do Populations Grow Despite Falling Birth Rates?|84
4|1.4 Falling Birth Rates Worldwide and Fundamental Differences Between Regions|86
4|1.5 Education and Birth Rates|86
3|2 Demography and the Decline of the European Welfare State|87
4|2.1 Europe´s Demographic Problem|88
4|2.2 Pay-as-You-Go Systems at the Crossroads|90
4|2.3 Europe in Contrast with the Rest of the World|92
3|3 The African Challenge|94
3|4 The Consequences of Migration for Europe|95
4|4.1 A Massive Security Problem|96
4|4.2 The Worst Debate of All?|98
4|4.3 Migration Changes the Composition of the Society|98
4|4.4 Parallel Societies Instead of Integration|99
4|4.5 Islam in Europe and the Return of the Family|100
4|4.6 Fear and the Erosion of Democracy and the European State|101
3|5 The Consequences of Migration for the Countries of Origin|102
4|5.1 Remittances: The Better Way of Development Aid?|102
4|5.2 Exodus: How Emigration Inhibits Development and Destroys Countries|104
4|5.3 Brain Drain Versus Brain Gain|104
3|6 Conclusion and Outlook|105
4|6.1 The Idea of a Global Marshall Plan|105
4|6.2 Can Immigrants Save the European Welfare State?|106
3|7 Demographic Challenge, Automation, and the North-South Dialogue|108
3|8 Epilogue|110
3|References|111
2|Immigration of Refugees into Northwest Europe: Austria, Belgium, France, Germany, the Netherlands, and the United Kingdom|114
3|1 Introduction|115
3|2 Statistical Data on Refugees in Northwestern Europe|116
4|2.1 Migration of Refugees to Northwestern Europe from the 1990s Onward|117
4|2.2 First-Time Asylum Applicants and Decisions in Northwestern Europe and the EU|119
3|3 Refugee Policies|122
4|3.1 Integration of Refugees in the Member States of the EU|122
4|3.2 Austria|124
4|3.3 Belgium|127
4|3.4 France|128
4|3.5 Germany|130
4|3.6 Netherlands|133
4|3.7 United Kingdom|135
3|4 Civic Education and Global Civic Education|137
3|5 Conclusion|140
3|References|143
2|Law and (B)Order: Will Border Fence and Transit Zones Stop the Asylum Seekers´ Wave on the Balkan Route?|151
3|1 Introduction|152
3|2 Understanding of Migration|153
3|3 Immigration to Europe|155
3|4 The Critical Issue: The Balkan Migration Route|156
3|5 Hungary in the Global Migration Flow|161
4|5.1 Historical Background in Hungary|161
4|5.2 Social Trends and Dynamics After the Political Transition of 1990|162
5|5.2.1 The Political Landscape|163
6|Extreme Rightwing Radicalization|163
4|5.3 The Migration Crisis of 2015 in Hungary|165
4|5.4 Human Rights Organizations|175
3|6 Conclusions|178
3|References|184
2|Who Can Claim Protection as a Refugee? A Sociological Critique of the Distinction Between Refugees and Migrants|186
3|1 Introduction|187
3|2 Refugees: A Contested and Problematic Category|188
3|3 Flight, Forced Migration, and Mixed Migration Flows|190
3|4 Roma as Refugees: Results from a Case Study|192
3|5 A Task for Critical Refugee Studies|195
3|References|196
2|Refugees and Migrants in the Media: The Black Hole|199
3|1 Introduction|200
3|2 Definition of the Research Field|201
3|3 Current State of Research|201
4|3.1 Xenophobia and Empathy|201
4|3.2 Crimmigration: Media Images of the Criminal Refugee|203
4|3.3 Boundary Blurring|203
4|3.4 Economic Opportunities and Risks|204
3|4 Empirical Findings|204
4|4.1 Foreign Offenders Are in Focus, Foreign Victims Are Rarely Mentioned|205
4|4.2 Non-Germans Are Especially Depicted in Regard to German Fears|206
4|4.3 Honor Killings|207
4|4.4 Refugees and Migrants Are Rarely Quoted|207
4|4.5 Boundary Blurring|208
4|4.6 Economic Opportunities and Risks|208
3|5 Conclusion|209
3|References|209
2|Media Reporting on Refugees and Related Public Opinion in Serbia|211
3|1 Introduction|212
3|2 Refugees in Serbia: Background Information|212
4|2.1 European Integration and the Question of Refugees in Serbia|215
3|3 Media Image of Refugees in Serbia|217
4|3.1 Moral Panics Due to Refugees|219
4|3.2 Media Reporting on the Challenges of Refugee Crisis|221
3|4 Research Results on Citizens´ Attitudes Toward Refugees|223
3|5 Answers|232
3|6 Conclusion|233
3|References|234
1|Part II: The Two Sides of One Coin: Integration of Refugees/Migrants in Host Countries|236
2|Norms, Values, and Education: How Different Are Immigrant Youth from Native Youth? Insights from the Third International Self-...|237
3|1 Introduction|238
3|2 Family, Schools, and Religion as ``Moral Educators´´|238
3|3 Chapter Framework|240
3|4 The Data: The International Self-Report Delinquency Study (ISRD3)|241
3|5 School-Related and Education Measures|242
4|5.1 Bonding to School|242
4|5.2 Bonding to Teacher|244
4|5.3 School Performance|245
4|5.4 Truancy|246
3|6 Morality as Measured by Prosocial Values|246
3|7 Prosocial Values and Migrant Status|250
3|8 Morality as Measured by Sense of Shame|250
3|9 Shaming and Migrant Status|255
3|10 School, Prosocial Values, Sense of Shame, and Migrant Youth: ISRD3 Results|257
3|11 Some Thoughts on Policy|259
3|References|262
2|Refugee Access to Tertiary Education|263
3|1 Foreword|264
3|2 Introduction|265
3|3 The Right to Education|265
3|4 The Reality of Accessing Higher Education|266
3|5 Inspiring Practices: Recognition of Degrees and Skills|266
3|6 More Is Needed|267
3|7 The Dilemma|268
3|8 Bridging Courses|269
3|9 Syrian Refugee Students|270
3|10 Information Communication Technology/Distance Learning|270
3|11 Refugee Education Is Uneven and Limited|271
3|12 The United States: ``Exceptionalism´´|272
3|13 Scholarships Available Elsewhere|272
3|14 Austria Case Study|273
3|15 Conversion/Nostrification of Foreign Degrees|274
3|16 Refugees´ Own Initiatives|274
3|References|276
2|On the Importance of Preschool Civic Education for the Global Culture of Lawfulness|278
3|1 Introduction|279
3|2 Background|280
4|2.1 Children of Refugee or Migrant Parents|282
3|3 On the 2030 Culture of Lawfulness for Refugees and Migrants|285
3|4 ``Global North´´ Preschool Education and Subsequent Welfare|286
3|5 Cognitive and Noncognitive Values in Preschool Education of Immigrant Children|288
3|6 On Moral Foundation of Kindergartens|289
3|7 On Critical Thinking|294
3|8 Pro domo sua|295
3|9 Conclusion and Conjectures on the 2030 Kindergarten Culture of Lawfulness|298
3|References|301
2|``Living with and Learning from Refugees´´: Schools in Vienna Dealing with Global Challenges|305
3|1 Introduction|306
3|2 What Kind of Education Do We Need in Democratic Countries?|308
3|3 Religious Education as a Part of the General Curriculum and Overall Education|310
3|4 The Contribution of Religious Instruction to Democratic Education|313
3|5 School, Religion, and Democratization: Perspectives of Religion Teachers in Vienna|315
4|5.1 Public Schools as Places of Learning|318
4|5.2 Religion in the Ambivalent Situation Between Its Rejection and Being the Home of One´s Identity|321
4|5.3 ``Religion Is a Private Matter?´´ The Contribution of Religious Education to Education in Democracies|323
3|6 Conclusion with Recommendations|327
3|References|328
2|Teaching About Migrants and Refugees of West African Countries: UNESCO´s Experience and Recommendations for Educationists and ...|331
3|1 Introduction|332
4|1.1 Overview of the Chapter|332
5|1.1.1 Why Teaching About Migrants and Refugees Is Important|332
5|1.1.2 Migrant and Refugee ``Problem´´ in West Africa|333
5|1.1.3 Approach to the Migrant and Refugee ``Problem´´|334
5|1.1.4 Structure of Subsequent Sections|335
3|2 Regional Context|335
4|2.1 Low Economic and Human Development Leading to Vulnerability in West Africa|335
4|2.2 Access to Education|336
4|2.3 Literacy and Language|338
3|3 Challenges and Opportunities for Civic Education for West African Countries|339
4|3.1 Major Characteristics, Issues, and Needs of Migrants and Refugees of West African Countries|340
5|3.1.1 Migration Flows of West African Countries|340
5|3.1.2 Refugee Populations in Sub-Saharan Africa (SSA)|341
5|3.1.3 Major Characteristics of Migration in West Africa|342
6|Further Concerns Raised by Migration in West Africa|343
5|3.1.4 Barriers and Potential Solutions to Integrating Refugees into Education Systems|344
4|3.2 Role of Civic Education for Migrants and Refugees|346
5|3.2.1 Global Citizenship Education (GCED)|346
5|3.2.2 Prevention of Violent Extremism Through Education (PVE-E)|348
5|3.2.3 The Role of Nonformal and Informal Education in PVE in West Africa|348
4|3.3 Context-Responsive Delivery of Civic Education and Social Integration Program|349
5|3.3.1 Peace Education Project in West Africa: Reaching Out to 15 Countries Through Regional Economic Community|350
5|3.3.2 Host Country´s Support in a Developed Country: Postsecondary Education Community´s Response to the Refugee Crisis in Can...|351
5|3.3.3 Recognition of Refugees´ Qualifications (Regional Cooperation) by World Education Service (WES)|352
4|3.4 Assessment of Civic Education|353
5|3.4.1 SDG Monitoring|353
5|3.4.2 The World Programme for Human Rights Education (WPHRE)|354
6|Implementation of the First Phase and Second Phase of the WPHRE|354
5|3.4.3 UNESCO 1974 Recommendation Concerning Education for International Understanding, Cooperation and Peace and Education Rel...|354
4|3.5 The Role of Governments and Partners|355
5|3.5.1 Integration of Education in Emergencies (EiE) into National Education Systems|355
3|4 Summary and Conclusion|356
4|4.1 Addressing the Issues and Needs of Migrants and Refugees|357
4|4.2 Role of Civic Education|357
4|4.3 Effective Delivery of Civic Education|358
4|4.4 Assessment of Civic Education|358
4|4.5 The Role of Governments and Partners|359
5|4.5.1 Recommendations to Support Refugees|359
5|4.5.2 Recommendations on GCED in West Africa|359
5|4.5.3 Monitoring and implementation of the key global of instruments|360
3|References|361
2|Democracy or Sharia? Political Attitudes Among Refugees in Berlin in Summer 2016|364
3|1 Introduction|365
3|2 Study Description|366
3|3 Target Group and Distribution of Questionnaires, Incentivization|366
3|4 Education Bias|368
3|5 Questionnaire Design and Translation Issues|368
3|6 Representativity of the Sample|369
3|7 Political Attitudes Among Refugees|371
4|7.1 Acceptance of Democracy|371
4|7.2 Support of a ``Strong Leader´´ and ``Law and Order, if Necessary by Force´´|374
4|7.3 Freedom of Opinion|375
3|8 Religious Fanaticism Is Not a Typical Expression Among the Refugees|376
3|9 Conclusion|379
3|References|380
2|Migration in Germany: An International Comparison on the Psychotraumatic Stress Among Refugees|382
3|1 Introduction|383
3|2 Psychological Burden on Refugees|387
3|3 This Study|392
4|3.1 Operationalization of PTSD and Sample|392
4|3.2 Results|393
3|4 Discussion of the Results|405
3|References|415
2|Psychological and Organizational Aspects of Migration of a Special Group of Refugees: The Example of the Special Quota Project...|424
3|1 Introduction to Yazidism|425
3|2 The Humanitarian Admissions Program Special Quota Project Baden-Wuerttemberg|426
3|3 Organizational Aspects of the Refugee Care System|426
4|3.1 Challenges for the Municipalities in the Special Quota Project|427
4|3.2 Admitted Persons to the Special Quota Project|428
3|4 The Special Quota Project in Freiburg|429
4|4.1 Description of the Total Group in Freiburg|429
4|4.2 Psychological Stepped-Care Approach|430
4|4.3 Evaluation|433
3|5 Conclusion|433
3|References|434
2|Labour Market Access and Labour Opportunities for Refugees. Examples from Freiburg|436
3|1 Introduction|437
3|2 Labour Market Access for Refugees: Regulations and Challenges|438
3|3 Recognition of International Professional Certificates|440
4|3.1 The Recognition Process|440
3|4 Competence Centre for Refugees|441
3|5 Labour Opportunities for Refugees|443
3|6 Outlook/Conclusion|444
2|A Culture of Welcome: Challenges and Experiences in the City of Freiburg/Germany|447
3|1 Introduction|448
3|2 Voluntary Support for Refugees in Freiburg|448
4|2.1 2014: The Early Birds|448
4|2.2 2015: Rising Numbers of Refugees and Voluntaries|449
5|2.2.1 Regional Organized Groups|450
5|2.2.2 Social Media Organized Groups|451
5|2.2.3 Topic-Related Groups|451
5|2.2.4 Individuals|452
4|2.3 2016 Consolidation and Coordination|452
5|2.3.1 Acknowledgements|452
5|2.3.2 Coordination|453
5|2.3.3 Transparency|453
5|2.3.4 Accommodation|454
5|2.3.5 Voluntary Support|454
5|2.3.6 Trainings and Conventions|455
5|2.3.7 Opening New-Shared Accommodations|456
5|2.3.8 Projects|456
4|2.4 2017: Integration and Expectations|457
5|2.4.1 Networking|457
5|2.4.2 Empowerment and Participation|458
5|2.4.3 Motivation and Expectations|458
3|3 Conclusion|459
2|Wounded and Uprooted: Seeking Refuge in the Land of Others|460
3|1 Introduction|461
3|2 Multiple Aspects of the Experience|462
3|3 Quality of the Experience|463
3|4 Multimodal and Whole-Person Approaches|465
3|5 Final Thoughts|466
3|References|467
2|Generalized Trust and Attitudes Toward Refugees in Portugal and Spain|468
3|1 Introduction|469
3|2 Theory|474
3|3 Methods|477
4|3.1 Sample|477
4|3.2 Measurement|477
3|4 Findings|480
3|5 Conclusions|483
3|References|485
1|Part III: Meeting the Challenges for a Global Civic Education: Country Studies with Practical Experiences|488
2|Refugees in the United States of America from a Victimological Perspective|489
3|1 Introduction|490
3|2 Definitions|491
3|3 Magnitude|491
3|4 History|492
3|5 Contemporary Issues|494
3|6 Services for Refugees|497
3|7 Conjectures About the Future|498
3|References|499
2|It´s Just Europe´s Turn: EU´s and Greece´s Responses to the Current Refugee and Migration Flows|503
3|1 Timeless Concepts and Contemporary Challenges|504
4|1.1 ``Current´´ Approaches to ``Past´´ Ideas|504
4|1.2 Pressing Numbers and Inescapable Demands|508
3|2 Reception of the ``Newcomers´´|511
4|2.1 EU as a ``Host Territory´´|511
4|2.2 Greece as a Host Country|514
3|3 To Sum Up (or How to Recognize an Opportunity and Not Let It Pass By)|518
3|References|520
2|Refugees and Asylum Seekers in Central European Countries: Reality, Politics and the Creation of Fear in Societies|523
3|1 Introduction|524
3|2 Czech Republic|525
4|2.1 Historical Background|525
4|2.2 Recent Inward Migration|526
4|2.3 Overview of Basic Legal Provisions and Measures|528
4|2.4 Foreigners and Migrants|529
4|2.5 Immigrants, Migration and the Public|530
3|3 Hungary|533
4|3.1 Movements of Refugees into Hungary After 1989|533
4|3.2 Summary of New Legal Provisions and Public Policies|535
4|3.3 Changes in Attitudes of Hungarian People Towards Refugees After 2015|541
4|3.4 Refugee Crisis and Crime|544
4|3.5 Conclusion|545
3|4 Poland|546
4|4.1 Movements of Refugees into Poland After 1989|546
4|4.2 Summary of New Legal Provisions and Public Policies|548
4|4.3 Changes in Attitudes of Poles Towards Refugees After 2015|550
4|4.4 Prejudice-Motivated Crime Against Migrants|553
3|5 Conclusions|555
3|References|556
2|Migration Issues in Slovenia: Beyond the Rhetoric of University-Level Criminology and Crime Prevention Education for Sustainab...|561
3|1 Introduction|562
3|2 Criminology and Migrations|567
3|3 Migrations in Slovenia After the Second World War|571
3|4 The Role of Slovenia in the Balkan Migration Route|573
4|4.1 Legal Framework|575
3|5 Integration Process in Slovenia|578
3|6 Impact of Migrations in Slovenia on Criminology and Higher Education|580
3|7 Conclusion|584
3|References|586
2|Crossing the Boundary: Refugees and (Irregular/Nondocumented) Immigrants in India: Challenge of Integration|594
3|1 Introduction|595
3|2 South-South Migration|596
4|2.1 Who Are Refugees and the Others?|597
4|2.2 Figures at a Glance|598
4|2.3 Refugee Status|599
3|3 Historical Background of Major (Refugee/Immigrant) Flows|600
4|3.1 Irregular/Nondocumented Immigrants|601
4|3.2 Women Refugees: Gendered Immigration|602
4|3.3 Political Dimensions|603
4|3.4 Hosting Refugees and Meeting the Challenge: Irregular/Nondocumented Immigrants and Ethnic Diversity|604
5|3.4.1 Sustainable Livelihood: Role of Life Skill Education and Formal Education|604
5|3.4.2 Ethnic Diversity and Conflicts|607
4|3.5 Governance Problems and Economic Aspects|608
4|3.6 Gender, Abuse, and Crime|609
3|4 Challenge of Diversity, Political Implications for States, and the Background of Court Cases|611
4|4.1 Rights Approach and Some Court Cases|612
3|5 Conclusion|614
3|References|616
2|Regional Governance of Migration in the Southern African Development Community: Migration Regimes and Their Implications for t...|619
3|1 Introduction|620
3|2 Regional Governance of Migration in SADC: Falling Behind the Rest of Africa|620
4|2.1 If ECOWAS Sets the Pace, SADC Has for More than Two Decades Struggled to Keep Up|622
4|2.2 In This Context, the Effective Absence of a Meaningful Regional Regulatory Framework for Migration Is Somewhat Surprising|623
4|2.3 SADC Lacks a Coherent or Effective Regional Framework for the Regulation of Intraregional Migration. But What of South Afr...|624
4|2.4 Clearly, There Is a Significant Gap Between Rhetoric and Actual Policy at Both the National and Regional Levels|627
3|3 South Africa´s Development of a More Restrictive Migration Policy: Implications for the Situation of Refugees and Migrants i...|628
4|3.1 The Current Legal Regime in South Africa Offers Ample Protection to Asylum Seekers and Refugees, at least in Theory|629
4|3.2 This Legal Regime Is Set to Change, Introducing Further Restrictions|632
4|3.3 Deportations Are Used Increasingly as an Instrument of Migration Management|632
4|3.4 The Progressive Right to Work and Education Is a Reality Only in Theory|633
4|3.5 Recent Xenophobic Attacks Are an Expression of Broader Tensions|635
3|4 Conclusion|636
3|References|637
2|Fear of Crime and Terrorism Among Israeli and Swedish Citizens|640
3|1 Introduction|641
4|1.1 Theoretical Background: Fear of Crime and Fear of Terrorism|642
4|1.2 Fear of Crime and Fear of Terrorism in Israel and Sweden|644
3|2 Method|646
4|2.1 Participants|646
4|2.2 Instruments|646
4|2.3 Procedure|647
3|3 Results|648
4|3.1 Victimization Experience: Objective Exposure to Terrorism and Crime|648
4|3.2 Differences in the Research Variables Between Israel and Sweden|648
3|4 Discussion|650
4|4.1 Fear of Crime, Neighborhood Disorder, and Social Integration|650
4|4.2 Fear of Terrorism, Neighborhood Disorder, and Social Integration|652
3|5 Conclusions|653
3|References|654
1|Part IV: Refugees and Social/Criminal Behaviour|659
2|More Refugees, More Offenders, More Crime? Critical Comments with Data from Germany|660
3|1 Introduction|661
3|2 The Development of Crimes, Committed by Non-Germans|662
3|3 Crimes Against Refugees and Migrants in Germany: Overview and Developments of the Past Decade|670
3|4 Violence Against Migrant Women|676
3|5 Conclusion|682
3|References|683
2|Risk Factors for Violence Against Refugee Women|686
3|1 Introduction|687
3|2 The Global Context of Violence Against Women|687
3|3 Inequalities, Intersectionality, and Violence Against Women|689
3|4 Risk Factors in Home Countries|691
3|5 Risk Factors for Violence During Transit|694
3|6 Risk Factors in Destination Countries|695
3|7 Assessing Risk for Violence Against Refugee Women: An Example from Europe|697
3|8 Conclusions|702
3|References|703
2|Refugees and Migrants in German Prisons: Outlining Problems and Solutions|708
3|1 Introduction|709
3|2 Criminality of Migrants and Refugees|711
3|3 Penal System|713
4|3.1 Amount of Migrants and Refugees in German Prisons|713
4|3.2 Problems and Solutions in Dealing with Migrants in the Prison System|717
5|3.2.1 Problems|717
5|3.2.2 Solutions|719
3|4 Conclusion|722
3|References|725
1|Part V: Next Steps|729
2|Who Is a Refugee in the European Union? International and Supranational Aspects of Legal Reform and Integration|730
3|1 Introduction|731
3|2 Human Rights and International and Supranational Refugee Law|733
3|3 The Common European Asylum System|736
4|3.1 EU Legal Instruments on Asylum and the Qualification Directive|736
4|3.2 The Asylum Procedures and Reception Conditions Directives|738
4|3.3 Dublin System|739
3|4 Supranational Case Law|741
4|4.1 European Court of Human Rights|742
4|4.2 The European Court of Justice|744
3|5 Integration of Third-Country Nationals|747
3|6 Conclusion|750
3|References|753
2|United Nations ``Earth Jurisprudence,´´ Its Golden Rule, the ``Refugee Problem,´´ and Urban Safety|756
3|1 Introduction|757
3|2 The Golden Rule as the Backbone of Cooperation|758
3|3 Reciprocity Expanded and Interpreted|759
3|4 Justice and the Equal Access to It|759
3|5 Women and the Gender Meaning of Property|761
3|6 ``Property´´ and ``Justice´´|762
3|7 Urban Safety and Home|764
3|8 Women Safety Audits and Honor Crimes|767
3|9 The Golden Rule, the ``Refugee Problem,´´ and Urban Stewardship for Safety|769
3|10 Conclusion|772
3|References|776
2|Addressing the Plight of Immigrants and Refugees: The Role of UNIDO|780
3|1 Introduction|781
3|2 Challenges for Productive Empowerment|783
3|3 UNIDO´s Responses in Selected Countries|784
4|3.1 The Rationale for UNIDO Interventions|784
4|3.2 Liberia|785
5|3.2.1 Results|786
4|3.3 Sudan|787
4|3.4 South Sudan|789
4|3.5 Guinea: Quick Impact Program for Refugee Zones|790
4|3.6 The Syrian Crisis and UNIDO in Affected Areas of Turkey, Lebanon, Jordan, and Iraq|791
4|3.7 Turkey: Vocational Training for Syrian Youth and Women Refugees Using Fixed and Mobile Apparel Skill Units|792
5|3.7.1 Lebanon: Community Empowerment and Livelihoods Enhancement Project (CELEP)|793
4|3.8 Jordan: Promoting Social Cohesion and Harmony in the Host Communities of the Syrian Refugees in Mafraq|794
4|3.9 Iraq: Partnering for Employment and Economic Revival of Its Industrial Manufacturing Sector|795
3|4 The Way Ahead|796
3|5 Conclusions|797
3|References|798
2|Conflict Management for Refugee Management|799
3|1 Introduction|800
3|2 The Complexity of the Refugee-Conflict Interface|801
4|2.1 Intracluster Conflicts|803
4|2.2 Intercluster Conflicts|804
4|2.3 Interconnectedness of Conflict Arenas|805
3|3 Management Basics|807
4|3.1 Paradigms, Patterns, and Parameters of Management|807
4|3.2 Refugee Management|809
4|3.3 Conflict Management|811
3|4 Managing Refugee-Related Multiconflict Constellations|813
4|4.1 Modeling Refugee-Related Multiconflict Management|813
4|4.2 Specification of Performance Criteria|815
4|4.3 Diagnostics|817
4|4.4 Intervention in Multiconflict Management|819
5|4.4.1 Spectrum of Approaches|819
5|4.4.2 Ranking Approach|820
5|4.4.3 Portfolio Approach|821
5|4.4.4 Nexus Approach|822
3|5 Conclusion|824
3|References|825
3|Conflict Management Glossaries|827
2|Volunteers Change the Lives of Refugees and the Entire Society|828
3|1 What We Initially Will Not Mention|829
3|2 Extent and Importance of Volunteering in General|830
3|3 Who Engages in Refugee Relief?|831
3|4 Motives of the Voluntary Helpers|832
3|5 Importance of the Media|834
3|6 What Do Voluntary Helpers Do?|836
3|7 It´s All About the Attitude|840
3|8 Differentiating Between Voluntary Helpers and Employees|841
3|9 High Standards to Be Met by Voluntary Helpers|842
3|10 What Experiences Do the Voluntary Helpers Gain?|843
3|11 Volunteer Work in the Education System|844
3|12 Migrants as Gatekeepers/Bridge Builders|846
3|13 Cooperation with Trade and Industry: Employment|847
3|14 Cooperation with Experts and Advisory Services|848
3|15 Preparation and Mentoring|849
3|16 Further Development|850
3|17 Overall Assessment|853
3|References|855
2|Migration in the Light of Criminology and Psychology: ``Win-Win´´ in Theory and Practice|859
3|1 Introduction|860
3|2 ``Win-Win´´ Concept in Criminology and Theory of International Relations|861
3|3 Game Theory in International Relations in the Context of the Migrant Crisis|862
3|4 The Common Good as a Component of Good Preferences|867
3|5 Trust Game|868
3|6 Refugee Experience|868
3|7 Change of Culture|870
3|8 Culture and Well-Being|875
3|9 Migration Profits? Summary of Research Findings|877
4|9.1 The Conduct of Research|878
4|9.2 Research Methods|879
4|9.3 Results|880
3|10 Instead of Conclusions (the Case of a Positive ``Win-Win´´ Game)|883
3|References|885
2|Citizens of ``Homeland Earth.´´ UNESCO on the Road to ``Global Citizenship Education´´: The Refugee Example|890
3|1 Introduction|891
3|2 GCED: The Concept|892
4|2.1 Different Meanings of Global Citizenship Education|892
4|2.2 GCED: A New Framework of Thinking|895
3|3 GCED and the Refugee Issue|897
3|4 UN, UNESCO, and GCED|902
4|4.1 Beginnings, Frameworks, Activities|902
4|4.2 The UNESCO Concept of GCED|904
4|4.3 UNESCO, Other UN Bodies, and the Refugee Issue|908
3|5 ``At the Core of Political Life.´´ Conclusion|912
3|References|915
1|Epilogue|918
2|1 Poetic|919
2|2 Political Correctness|921
2|3 Paradigmatic Inclusiveness|922
2|4 Managing Inclusiveness|925
3|4.1 ``Zero Tolerance´´ as a Criminological Instrument for Countering Exclusion in a Multicultural Society and the Protection o...|928
2|5 Civic Education in Phases and Faces of Culture of Lawfulness|930
3|5.1 Patriarchalism and Contractualism|931
3|5.2 ``In Larger Freedom´´ Revisited|932
3|5.3 Fertility|935
3|5.4 Longevity|936
2|6 Criminological Reflections on Civic Education|937
2|7 Fear Has a Quick Ear?|940
2|8 Culture of Lawfulness, Creative Diversity, and Empowerment|941
2|9 Constitutive Essentials of Integration and Civic Education: The Right to Safety, the Right to Life, and the Right to Dignity|943
2|10 Citizenization and a Further Look at the Practice of Urban Integration|944
2|11 Global Culture of Lawfulness|950
2|12 Global Civic Education for the Years Ahead|952
2|13 Focus on a ``Glass Ceiling´´|955
2|14 Mind the ``Heart,´´ ``Head,´´ and ``Pocket´´|956
2|15 Scripting What Comes After 2030?|956
2|References|962