This article is based on a research project executed by the authors in 2021. It revolves around the experiences of refugee children and parents within the Slovenian educational system. Data was acquired from twelve families. Interviewees spoke about the positive and negative aspects of educational integration. Those mainly consisted of language difficulties, learning difficulties, and discrimination. The presented research aims to shift the perspective from the “easy integration” read about in laws and strategies to the more complex perspective held by the “subjects” of integration. They mostly perceive it as a long-lasting, nuanced, and troublesome process.

DOI: 10.3986/dd.2022.2.11
ISSN: 0353-6777