Curriculum
Initial teacher training for secondary schools – A new curriculum for the age of migration?
In this article, competencies of teachers for an age of migration where students with refugee and migration background are part of many classrooms are tied to the question why a current reform in initial teacher education failed to adjust to an urgent need. The country under scrutiny for this case-study is Austria. The focus is on the curricula of secondary…
2023
Approaches to the increasing linguistic diversity in Greek and Polish classrooms: Different contexts with similar problems
The paper discusses key educational issues related to the processes of decision-making and continuous teacher development at the level of the national (educational) authorities in Greece and Poland, regarding the urgency of the needs arising from the intensifying migration in the EU over the last two decades, and in view of the research conducted within the MaMLiSE project. The paper…
2023
Multicultural learning environments in Turkey: A new challenge about refugee education
Due to globalization, migration trends, refugee crises, and global media during the past few decades, social and cultural components of societies have undergone significant change. New multicultural societies have a big effect on daily life, culture, and education by bringing new perspectives about being local and universal. Including refugees in the school system creates a new learning environment for local…
2023
Examining the contribution of social studies course in the integration of asylum-seeking students into society, according to student opinions
In this research, it is aimed to examine the contribution of Social Studies course in terms of social integration of students living as an asylum seeker in Turkey and continuing their education in schools in Turkey, according to student opinions. The research was carried out with the qualitative research method and the research participants were determined by the criterion sampling…
2023
Depictions of refugees in children’s picturebooks in Turkey
The United Nations’ announcements of a rise in the number of refugees have led to questions on how refugees are portrayed in children’s picturebooks. Works that introduce children, at a young age, to the concept that there are other societies and cultures besides the one in which they currently reside have the potential to broaden their worldview and provide them with…
2023
A multi-method profiling of adult refugees and migrants in an L2 non-formal educational setting: Language needs analysis, linguistic portraits, and identity texts
This paper will attempt to visualize adult refugees and migrants, as well as a specific multilingual and multicultural educational setting in Greece. This study aspires to depict/present the plurilingual profiles, language needs, and challenges of L2 Greek students through a variety of tools/methods, e.g., questionnaires, portraits, narratives, needs analysis, and assessment tools. In a complementary way, this research focuses on…
2023
“I feel illiterate”: Challenges facing Syrian refugee parents in the educational system in Glasgow
With the increased flow of Syrian Muslim refugees entering new places such as Scotland, attention has been given to Syrians’ adaptation to their new settings. This chapter explores refugee parents’ roles in mediating their children’s educational experiences. The study is informed by theory of identity (Hall, 1996), Orientalism (Said, 1978), framing (Bernstein, 2000), and hegemony in curriculum (Apple, 2004). Snowball…
2023
Body-voice and improvisation to explore trauma-informed performative pedagogy: Open the door
This chapter explores how the author, using the same training as that of actors and performing artists, explored techniques to promote embodied language learning in her facilitator practice for the Sorgente project. The aim was to create a sense of belonging among a young refugee and migrant group in Dublin, Ireland; the practice was framed with the concept of ‘duty…
2024
Performative language practice and ethical principles in the Sorgente project
This introductory chapter provides some key definitions of the concepts informing the Sorgente study. First, the chapter defines performative language teaching as an embodied pedagogy. Performative language pedagogy is illustrated in terms of its roots, main influences and orientation towards using the arts in language education. Second, it grounds the discussion in contemporary research, exploring the impact of the arts,…
2024
Early years curriculum in practice: iACT’s Little Ripples curriculum for emergency contexts
This chapter presents an overview of an innovative early childhood education curriculum that is designed to address the unique needs of children and communities affected by trauma, violence, and displacement. Little Ripples Early Childhood Education program operates in several refugee camps in Chad, Greece, and Tanzania, and in villages located in eastern Cameroon. Little Ripples provides quality, play-based education for…
2024
Zine-making and critical reflection: Portals of shared discovery
This chapter describes the delivery and impacts of a zine workshop delivered to members of the Sorgente project. The Sorgente project utilised multiple arts-based practices in order to investigate the teaching and learning of additional languages with migrants and refugees in Ireland and Italy. The zines emerged as a theme in response to the first research question of the project…
2024
Evaluating an applied behavior analysis training package for Ukrainian refugee caregivers of autistic children in the Czech Republic
Russia’s war on Ukraine has displaced millions. For autistic children this resulted in the loss of services based on applied behavior analysis (ABA). To develop a model of culturally competent, high-efficacy, family-centered, and fidelity driven ABA services for displaced Ukrainian families in Czechia, this study piloted a package teaching caregivers to build skills with their autistic children. Using a multiple…
2024
Trauma-sensitive school concepts for students with a refugee background: A review of international studies
Children and adolescents with a refugee background are at high risk for traumatization. Once they arrive in safe countries, schools are the institutions where teachers are responsible for caring for them sensitively and competently. Furthermore, schools are organized in learning groups consisting of multiple peers of the same age, which provides excellent opportunities for social learning and experiences of social…
2024
Interpreting for refugees and asylum seekers in the South of Spain: How university interpreter training can respond to real needs identified by stakeholders
In 2019, Spain became the country with the third highest number of asylum applications in the EU and it continues to be one of the top destinations for international migration (Migration Policy Institute 2022). This is a particularly pressing issue in the southernmost regions of Spain, namely the Canary Islands, Ceuta, Melilla and Andalusia, which have become the main gateway…
2023
Ideologies on learner subjectivity in the German integration course
[...]scholars like Kien Nghi Ha and Markus Schmitz raised objections about the very establishment of the German integration program and argued that it extended the colonial legacy of seeking to control immigrants arriving in Germany.7 This was not an objection to or condemnation of genuine efforts to resettle refugees through language and culture classes, but rather a recognition that the…
2023
Teaching refugee students: the role of teachers’ attitudes towards cultural diversity
This article focuses on the role of teachers' attitudes towards cultural diversity in teaching refugee students in Germany. We examine which patterns of attitudes towards cultural diversity are common among teachers, how these depend on their professional experience and how they correlate with the perceptions of problems in teaching refugee students. Using data from the project 'Changing schools in a…
2023
Vocabulary recommendation approach for forced migrants using informal language learning tools
Learning a new language is a major challenge faced by many forced migrants. Current vocabulary learning curricula are not adapted to the migrants’ needs, which makes the learning process even more challenging. Today, the widespread use of smartphones among forced migrants provides us with new opportunities to collect and recommend the vocabulary they need. In this work, we propose a…
2022
Tutoring project for children from a refugee community: tutor perspectives
Background: The question of how best to support children who are refugees to resettle and thrive in a new country is important and complex. One of the many challenges experienced by such children is disrupted education. It is widely recognised that a sense of belonging and integration within a new school and community are key to enhancing children’s chances of…
2022
Nursing students’ perspectives and care giving experiences with refugees: A qualitative analysis
Background: It is crucial to determine the intercultural sensitivity of nursing students who will provide care to refugees in the future and to examine their perspectives, experiences, and views on providing care to refugees. Objectives: The aim of this study was to describe nursing students' perspectives and caregiving experiences with refugees in Turkey. Design: This study was conducted with a…
2022
Summer Preschools for Syrian Refugee and Host Community Children in Turkey: A Model of Contextually Sensitive Early Intervention
Research Findings: This study evaluated the impacts of the Summer Preschools Program on 5-to-6-year-old Syrian refugee and local children from vulnerable communities of Turkey. Developed as a community-based contextually sensitive early intervention model, the program aimed to promote developmental well-being and school readiness of children from forced displacement and abject poverty backgrounds by supporting cognitive, language, and socioemotional development prior…
2022
Justice, What a Dream!—Mapping Intersections of Sustainability and Inclusion
This paper takes on the important concepts of inclusion and sustainability, in both their broad and discursive understandings, to map out the interrelations that teachers, who work within different areas of the Austrian school system, make between different, key aspects of their work and organization. The complex intersections of school organization, sustainability, and inclusion were analyzed following a situational analysis…
2022
Educators’ positive practices with refugee pupils at two schools in England
Extensive evidence indicates that education is an integral part of the settling in process for refugee and asylum-seeking children. Furthermore, it has been suggested that positive teaching practice with refugee pupils should be asset-based and holistic in nature. The present study examines educators' positive practices with refugee pupils and explores factors that shape these practices. Data were collected through participant…
2022
Grappling with the transformative potential of translanguaging pedagogy in an elementary school with Syrian refugees in post-coup Turkey
Translanguaging pedagogies have been documented to support language minoritized students in various ways, such as supporting their academic learning, affirming their bi-/multilingual and cultural identities, and disrupting the colonial and monolingual ideologies dominating school curricula. Yet, very few scholars have pointed to the existing barriers in schools and societies hindering educators from fully achieving the transformative potential of translanguaging pedagogy.…
2022
Educators’ perspectives on translanguaging schoolscape and language education for refugee students in Greek educational settings
The past and current situation in Greece regarding the refugee crisis has created educators’ need to apply new educational strategies to address refugee students, such as the use of translanguaging, linguistic landscape and schoolscape as pedagogical tools. That is why the present study attempts to reveal the degree of educators’ employment of practices such as translanguaging and inclusion of students’…
2022
Barriers to inclusion of minority language minors in Norwegian and Dutch education: A comparative analyses of various reported voices connected to education
With the increase of immigrants in Norway and the Netherlands, it is increasingly important to have an inclusive education system that sets every minor up to succeed. This comparative research considers the barriers of inclusion to quality education for minority language minors in Norway and the Netherlands. Using UNESCO’s (2008b) inclusion framework, the content of 70 media sources were analysed…
2021
The end(s) of inclusion: ungrounding globalization and ‘the migrant’ in dialogue with hospitality
This article reassesses globalization in light of research, policy, and reforms directed towards ‘the migrant’ during times of crisis. In dialogue with Derrida's discussion of hospitality, the article questions the grounds that figure ‘the migrant’ as a metonym for globalization's dangers–as excess mobility menacing the foundational sovereignty of nation-states. With Sweden as a point of reference, the article interrelates three…
2021
Practicing critical media literacy education with/for young migrants: Lessons learned from a participatory action research project
During settlement, migrant youth negotiate between various transitional spaces, which include educational, mediated and transnational spaces. To what extent can critical media literacy education acknowledge and strengthen young migrants’ resilience? In this article, we evaluate the Netherlands-based participatory action research project Critical media literacy through making media. Gathered empirical data include participant observation in two classes, in-depth interviews with 3…
2021
A Scoping Review and Assessing the Evidence for Nutrition Education Delivery Strategies for Refugees in High-Income Countries
Upon resettlement, refugees face many challenges, including limited knowledge of available food and food insecurity, that increase their risks of diet-related diseases. Nutrition education may help them better navigate the challenges of their new food environments and help them live healthier lives. This review assesses the evidence on nutrition education delivery strategies and outcomes among refugees in the United States…
2021
Experiences and expectations of successful immigrant and refugee students while in upper secondary schools in Iceland
The influx of refugees and immigrants into Iceland continues to affect the society socially, culturally, and politically. Like many other European countries, Iceland has become home to many refugees and immigrants, including young adults. This influx has affected the education system, and many schools have developed different models to serve the diverse needs of the increasing number of immigrant children…
2020
Critical perspectives on social inclusion in integration education programs for adult migrants
This thesis explores the process of social inclusion of adult migrant learners enrolled in integration education programs. It reveals the Inclusectionalities denoting the intersections of inclusion and exclusion through which liminal spaces are revealed that position migrant students as between and betwixt belonging and othering. The study is based on research findings obtained during multiple case study fieldwork in Finland…
2020
Finland
Interview
Adult education & training
Integration & assimilation
Teachers & educational staff
Inclusion
English
Racism & discrimination
Equity & equality
Formal education
Tertiary education
Narrative analysis
Language education
Case study
Observation
Curriculum
Cognitive learning & development
The effect of local discourses adapted by teachers on Syrian child refugees’ schooling experiences in Turkey
This critical ethnography explains how and why refugee children experience schooling in specific ways by examining teachers’ use and interpretation of local refugee accommodation policies. It argues that locals’ understanding of refugee protection framework to host refugees generates discourses such as brotherhood/sisterhood and guest and these discourses have an impact on the schooling practices and teachers’ approaches to educating refugee…
2023
Teaching non-italian students: Italian adaptation of the questionnaire on teachers’ perspectives * [Insegnare agli studenti non italiani: Adattamento in italiano del questionario sulle percezioni degli insegnanti]
The survey of teachers’ perspectives on the teaching of refugees and immigrant pupils by Kurbegovic (2016) is used to evaluate five dimensions of teachers’ self-perception: Self-efficacy, Implementation Practices, Cultural Competence, Competence/Preparation and Student Needs. The present study is aimed at analysing the self-awareness of primary school teachers of the teaching of refugee and immigrant students in Italy. The survey of…
2020
Educational leading as pedagogical love: the case for refugee education
From a normative perspective, education serves a double purpose, that is, to prepare students to live well in a world worth living in. The practices of educational leadership are crucial elements in achieving this telos. In this article, we reimagine leading practices as pedagogical love, orchestrating conditions which enable refugee students’ academic achievements and overall school wellbeing. The article draws…
2020
Current conditions and issues at Temporary Education Centres (TECs) for Syrian child refugees in Turkey
Since the outbreak of Syrian conflict 2011, Turkey has received more than 3.5 million refugees, including a great number of school-aged children. Providing education to Syrian child refugees has therefore become important in Turkey. To effectively deal with this issue, Turkish government has developed educational policies and legal arrangements. Establishing Temporary Education Centres providing education in Arabic based on an adapted…
2020
Integration of learning for refugee and migrant students: VET teachers’ practices through practice theory lens
The study reported here used a practice theory lens to understand vocational education and training (VET) teachers’ current practices in supporting integration of learning in educational institutions and workplaces–specifically for refugee and migrant students. A case study was conducted with 10 teachers delivering aged care programmes in South East Queensland, Australia and in a municipality in West Sweden. During in-depth…
2019
Social Work Education in Uncertain Times: Protecting the Human Rights of Migrants
In Greece, the coincidence of deep austerity occurring at the same time as the advent of large numbers of incoming asylum seekers and migrants has created an extremely pressing condition for social work practice. Social workers in state and municipal social services and in nongovernmental organizations are setting up frontline intensive interventions for arriving migrants and those staying in camps…
2019
New immigrants. An incentive for intercultural education?
This study was inspired by an inclusive intercultural perspective on education, and developed empirical knowledge concerning the intercultural professional development of in-service teachers. The study was conducted during the first year of a newly-designed master’s programme that focused on “education for refugees”. In the Netherlands master’s programmes in education qualify in-service teachers to contribute to school development, together with giving…
2019
The importance of refugee literature in the EFL classroom
The term ‘refugee literature’ refers to texts which are written by, for, or about refugees. The aim of this diploma thesis is to investigate the importance of refugee literature for today’s EFL classroom. At the heart of this thesis lies the analysis of three novels which are concerned with refugees. Even if only two of them, Refugee Boy by Benjamin…
2018
Vocational education and training: bridging refugee and employer needs
Vocational education and training (VET) programmes can help connect migrants with the labour market and find jobs matching their skills and qualifications. However, considering the growing numbers of both asylum seekers and refugees, there is a need to upscale, adapt and reinvent VET programmes. Efforts to step up education and training provision and broaden access can be observed across the…
2017
Supporting early childhood teacher’s competences in the encounter with refugee children and their families [Die unterstützung der kompetenzentwicklung von kita-teams in der begegnung mit kindern und familien mit fluchterfahrung]
Children and families with experiences as refugees bring out a challenge for the professionals in early childhood institutions (kindergarten). A curriculum to strengthen the competencies of early childhood teacher teams in the encounter with children and families with flight experiences was developed, implemented and evaluated. The article shows the objectives of this curriculum and the first evaluation results. The evaluation…
2017
Designing an international distance postgraduate programme for language educators as a critical reaction to the needs of refugees and migrants
In this paper we present and discuss the conception and design of the new postgraduate programme "Language Education for Refugees and Migrants" (LRM) as an initiative of the Hellenic Open University in order to critically react to the needs of refugees and migrants in current times of refugee flows to and through in Greece. We describe the course design and…
2017
International Perspectives on the Pedagogies of Educational Transitions
There has been a great deal written recently about children starting school, particularly primary school. All of the stakeholders in these transitions to school have been considered, along with matters of readiness – for the child, family, educators, schools and communities; adjustment and adaptation; continuity and change in curricula and learning; and the opportunities, aspirations, expectations and entitlements encompassed in…
2017
A bespoke model of inclusive education for new arrivals
This chapter begins with a portrait of life at Fern College, a bespoke post-16 provision for refugee and unaccompanied asylum-seeking children. The chapter then explains the context for the development of this full-time provision, which is a pilot project whose holistic curriculum was heavily influenced and shaped by the theoretical concepts of safety, belonging and success. The chapter then analyses…
2020
The perceptions of social studies teachers in Turkey regarding the refugee students’ challenges and conflicts in the classroom
The aim of this study is to determine the problems of social studies teachers due to differences in language and culture and inadequate education with refugee students, their methods of solution, the mission of the social studies course and the values that teachers want to teach to refugee students. As a qualitative research method, the case study design was used…
2020
Compensatory education as a measure for the refugee and migrant population: Evolution of outcomes [La educación compensatoria como medida para la población refugiada y migrante: Evolución de resultados]
This research explains the essential characteristics of the organisation of compensatory education programmes as they are implemented in a centre in the Community of Madrid (Spain), It also presents the typology of compensatory education and approaches the results of the investments made in them according to their modalities and to a specific theoretical analysis. Once the study was contextualized, sets…
2020
Language training for asylum seekers and newcomers in Sweden: Key findings and recommendations
Swedish language training and education for adult immigrants occurs under the intersecting policy areas of integration, labour market participation and education. Since the first initiatives in the 1960s, it has undergone numerous reforms. Today it is, for the large part, a highly formalised education while at the same time some certain aspects of language training are practically unregulated. Importantly, asylum…
2019
The educational needs of unaccompanied asylum-seeking children in UK in one local authority in England: Professional and child perspectives
This two-part small-scale research is positioned within a social constructionist interpretive epistemology. Both parts of the research used qualitative methods. Part One explores the perspectives of unaccompanied asylum-seeking children (UASC) in relation to their educational experiences in the UK. It also considers the experiences, opportunities and challenges for school and college staff with supporting the educational needs of UASC in…
2018
Socio-emotional learning & development
United Kingdom
Interview
Integration & assimilation
Inclusion
English
Access & participation
Unaccompanied & separated children
Secondary data analysis
Formal education
Tertiary education
Language education
England
Curriculum
Participatory action research
Thematic content analysis
Education for syrian refugees: Problems faced by teachers in Turkey [Suriyeli Öğrencilerin eğitimi: Türkiye’de Öğretmenlerin karşılaştığı Sorunlar]
Purpose: Providing educational services for Syrian refugee children is a new fact of life in Turkey, and the teachers who work at public schools and temporary education centers encounter some difficulties. The main purpose of this paper is to describe the problems faced in the process of educating Syrian refugee children as well as the solutions to such difficulties recommended…
2018
Digital game-based education for Syrian refugee children: Project Hope
Turkey is the top refugee-hosting country in the world, with more than three million registered Syrian refugees. An international research team was the first to document the educational and mental health needs of Syrian refugee children, finding that an overwhelming majority are not enrolled in school in Turkey, partly as a result of language barriers, and that about half suffer…
2018
School principals’ and teachers’ problems related to the education of refugee students in Turkey
The aim of this study is to determine the problems, the solutions and the suggestions of the school principals and teachers towards the Syrian refugee students in the primary schools in Turkey. The research group of the study included four school principals and six teachers. The research was conducted by qualitative methods. The results revealed that the school principals mostly…
2018