This study aimed to investigate refugee pupils’ schooling contexts, their social relationships with teachers and native peers in math, social studies, and native language courses at primary schools. The research is a combination of two parts that originated from the observations in Italy to highlight the refugees’ schooling contexts in classrooms, then followed by the part that took place in Turkey in order to make comparisons and address the bullets to learn from each other to make improvements. The data were collected within the frame of a descriptive phenomenological research design. Results were analyzed in general and in terms of the aforementioned courses and determined the refugees’ and teachers’ strengths, weaknesses, opportunities, and threats known as SWOT. One of the notable results showed that respecting justice and equality, and peer support were the common strengths in Turkey and Italy. There were further results concerning focusing on the differences and familiarities between these two hotspots.

DOI: 10.37669/MILLIEGITIM.960452
ISSN: 1302-5600