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There are increasing calls to take a more asset-based, decolonised approach to refugee education. However, we lack analysis of the degree to which the field of refugee education knowledge production is deficit-based or asset-based and the factors that structure those patterns. We address this gap through a systematic review and mixed-methods meta-synthesis of peer-reviewed articles on refugee education since the 1970s. We find more asset-based texts over time, within the education discipline, published by institutions in high-income countries, and by multi-author teams. Despite some promising patterns, the balance between asset-based and deficit-based discourse has only marginally improved in fifty years.
Cha et al. (Mon,) studied this question.