The Importance of Third-Places for Refugee Children
BY: Anna Anderson
In the summer months, around 120 students gather Monday-Friday at FORA to work on foundational reading and mathematics. In the pursuit of furthering their education, these students sacrifice their summer mornings and afternoons. However, unlike most summer school programs, participation at FORA is completely voluntary. Encouraged by parents and mentors, each student walks through the doors willingly. This agency of choice represents the core principle of third places, and FORA’s high attendance reflects the importance of such places.
Coined by American sociologist Ray Oldenburg, third places are those outside of the home (the first place) and the workplace (the second place)—where people willingly go to connect with community members. While traditional schooling is considered a second place (or a work environment), FORA uniquely escapes this labeling, as those who attend FORA do so because they choose to. In this sense, FORA falls into the category of a third place: an educational meeting space for refugee children to grow academic and social skills.
The importance of third places is especially impactful for those who may face social barriers, such as refugees. This is because discrimination often limits safe secondary places, which in turn can form higher dependency on first places. Third places, such as FORA, offer an environment where refugee children can shed the expectations and responsibilities they may face in other areas of life. Here at FORA, students are surrounded by those with similar experiences, forming a unique community grounded in understanding and support.
“FORA provides a kaleidoscope of opportunities and activities, but most importantly, our students are provided with the necessary tools to fulfill their foundational goals through self advocacy; I want all FORA students to leave here knowing that they can be agents of change.” - Byron Bell, Educational Initiatives
Through structure and clear expectations, FORA provides normalcy amongst an ever-changing world. This trust is especially crucial as displacement not only affects education, but it also paints a world that is unreliable. Rooted in trauma-informed care, FORA creates a reliable and safe environment to rebuild trust, form social skills, and pursue goals. Another core principle of third places is accessibility; as third places are only efficient when all community members have access to them.
FORA’s structure allows the space to remain accessible for all who may need it, meaning all services and materials are free. Distinctively, FORA falls into multiple categories of third places: free and publicly available, social service, creative, personalized, and educational. This wide arrangement of cost-free services is made possible through the combined help of donors and volunteers.
Third places allow individuals to not only affirm their own identities, but also build empathy for identities different from their own. FORA achieves this by connecting students with members of their own community as well as others who have differing experiences and/or identities. This blending of lived experiences in a safe environment paints a brighter world, one grounded in communal support. Through this continual support, students are able to develop social, emotional, and educational skills. FORA creates a third place which stands in solidarity with every student, empowering them to chase their dreams.
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