Correction: Mapping the educational landscape for forced migrants in Norway, Ireland and Japan

A correction refers to a change to their article that the author wishes to publish after publication. The publication of this article is subject to Frontiers' editorial approval.Instructions:• Please read through all the templates before choosing • Pick the most relevant text template(s) from the following page and delete all others.• Edit the text as necessary, ensuring that the original incorrect text is included for the record, please see the below. • Please do not use any extra formatting when editing the templates, and only modify the red text unless absolutely necessary • Submit to Frontiers following the instructions on this page.When the original text contained incorrect information, to preserve the scientific record, please include that text when editing the below templates. For example:There was a mistake in the Funding statement, an incorrect number was used.The correct number is "2015C03Bd051.". The publisher apologizes for this mistake.The original version of this article has been updated. "[This review seeks to provide insights into education for forced migrants by mapping the educational landscape in Norway, Ireland, and Japan. The analysis used in this review is inspired by the Bray and Thomas Cube (Bray and Thomas 1995, p. 475), which shows three different dimensions in a cube; geographic/locational levels for comparison, nonlocational demographic groups, and 3 aspects of education and of society as the third dimension (Bray, Adamson and Mason 2014, p. 10). The landscape that is mapped is: educational law, immigrant recognition, and how school systems are organised for forced migrants. We believe in the importance of cultural, political, and social conditions for education, and the importance of understanding education in the context of the local culture (Fairbrother 2014, p. 77). Therefore, the mapping presents the description of the three landscapes, and does not compare statistics of inclusion and education for forced migrants.]"Insert under section 2 at end of first paragraph: Teachers play a major role with findings in a German study of Kurdish asylum-seeking children for example stating, "children were viewed in very limited ways and referred to in deficit terms by their teachers" (Kenny, 2022, p.591).End of template. If you would like to request a correction for a reason not seen here, please contact the journal's editorial office.