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Education Sciences
Special Issues
Inclusive Refugee Education and Global Justice
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Inclusive Refugee Education and Global Justice

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: closed (15 September 2024) | Viewed by 10725

Special Issue Editors

Prof. Dr. Wayne Veck

E-Mail Website
Guest Editor
Faculty of Education and the Arts, University of Winchester, Winchester SO22 4NR, UK
Interests: inclusive education; forced migration; philosophy of education; disability
Dr. Michelle Proyer

E-Mail Website
Guest Editor
Department of Education and Social Work, University of Luxembourg, 4365 Esch-sur-Alzette, Luxembourg
Interests: inclusive education; disability studies; intersectionality, forced migration studies

Special Issue Information

Dear Colleagues,

‘Society can be bad’, the sociologist Zygmunt Bauman (2001, p. 1) once observed, ‘but not the community’. It makes sense, for example, to speak of an ‘exclusionary society’, but to speak of an ‘exclusionary community’ is immediately to be conscious of having uttered an oxymoron. As too many people forcefully displaced from the places that were once their homes, the way societies can marginalize and exclude is a lived reality. It is a reality that brings urgency to research that illuminates the exclusion of displaced people in and between societies globally. Moreover, it points to the necessity of advancing concrete possibilities for the creation of inclusive and safe learning communities where all displaced people might belong and flourish. It is precisely this reality that inspires this Special Issue. We welcome original research articles, theoretical scholarship, and reviews that address areas including, but not limited to, the following:

  • What difficulties and exclusionary forces are confronted by people forced to migrate from their homes?
  • How might educational institutions become more responsive to the experiences and voices of displaced people?
  • How do global inequalities shape the educational experiences of displaced people?
  • How might the international community respond more effectively to global injustices to support and cultivate inclusive educational institutions for displaced people?
  • How can we effectively create and sustain inclusive and just educational communities, practices, and policies for all displaced people?
  • What difference can individual institutions and educators make in the lives of displaced people?
  • How can formal and non-formal education institutions and organizations better coordinate their services?

Prof. Dr. Wayne Veck
Dr. Michelle Proyer
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • education
  • inclusion
  • refugees
  • forced migration
  • justice
  • educational communities
  • educational practices
  • educational values

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Published Papers (4 papers)

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Research

16 pages, 726 KiB  
Article
Exploring Refugee School Teachers’ Roles in Culturally Diverse Adult Classrooms in Greece
by Ramón Martínez-Medina and Effrosyni Chania
Educ. Sci. 2024, 14(12), 1315; https://doi.org/10.3390/educsci14121315 - 29 Nov 2024
Viewed by 821
Abstract
This study examined the experiences of 15 refugee school teachers in Athens, focusing on their strategies for working with culturally diverse adult students. Through semi-structured interviews, the research investigated the evaluation of intercultural education that is imparted to adult refugees, the challenges in [...] Read more.
This study examined the experiences of 15 refugee school teachers in Athens, focusing on their strategies for working with culturally diverse adult students. Through semi-structured interviews, the research investigated the evaluation of intercultural education that is imparted to adult refugees, the challenges in the program’s implementation for adult refugees, the importance and the necessity of intercultural competence for instructors when working within refugee structures, and the possible ways of influencing the ethnic diversity of adult refugee immigrants that affect teachers’ perspectives regarding their education and social integration. The findings reveal a mix of progress and challenges in cultural education, exacerbated by the global financial crisis and infrastructure deficiencies. Intercultural competence emerges as vital for fostering inclusive learning environments, while embracing ethnic diversity shifts the focus from assimilation to celebration. Success indicators include cultivating a collective consciousness, promoting interaction between cultures, fostering empathy, and providing adequate resources. These insights offer valuable implications for enhancing refugee education and integration efforts in Athens and beyond. Full article
(This article belongs to the Special Issue Inclusive Refugee Education and Global Justice)
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16 pages, 298 KiB  
Article
Inclusive Teaching and Learning Practices That Promote and Protect Reading and Science Literacy for Palestinian Children
by Yousef Khalifa Aleghfeli
Educ. Sci. 2024, 14(11), 1145; https://doi.org/10.3390/educsci14111145 - 23 Oct 2024
Viewed by 1318
Abstract
Despite adversities arising from the Palestinian experience, studies have shown that Palestinian students can demonstrate educational resilience. However, a gap in knowledge exists about inclusive teaching and learning strategies that contribute to Palestinian students’ educational resilience. This research uses mixed-effects regression modelling to [...] Read more.
Despite adversities arising from the Palestinian experience, studies have shown that Palestinian students can demonstrate educational resilience. However, a gap in knowledge exists about inclusive teaching and learning strategies that contribute to Palestinian students’ educational resilience. This research uses mixed-effects regression modelling to examine reading and science literacy outcomes of 1279 Palestinian students in UNRWA schools in Jordan. The findings revealed two promotive factors (student online reading and teacher–student relations) and two protective factors (student enjoyment of reading and student control strategies) for reading, and two protective factors (student awareness of environmental matters and student epistemological beliefs about science) for science. Knowledge about the promotive and protective factors has important implications for reading and science educators working with Palestinian children. Full article
(This article belongs to the Special Issue Inclusive Refugee Education and Global Justice)
11 pages, 200 KiB  
Article
But We Do Not Know Anything, We Were Born in This Predicament: Experiences of Learners Facing Xenophobia in South Africa
by Bekithemba Dube and Wendy Setlalentoa
Educ. Sci. 2024, 14(3), 297; https://doi.org/10.3390/educsci14030297 - 12 Mar 2024
Cited by 3 | Viewed by 3540
Abstract
In this article, we discuss the experiences of learners who face xenophobia in South Africa. While extensive research has been conducted on xenophobia, few studies have specifically examined its impact on school-going children, whose presence at school is not by design in South [...] Read more.
In this article, we discuss the experiences of learners who face xenophobia in South Africa. While extensive research has been conducted on xenophobia, few studies have specifically examined its impact on school-going children, whose presence at school is not by design in South Africa. We explore their lived experiences within the curriculum, thus exposing various trajectories that hinder effective teaching and learning. To theorise our findings, we tap into Whitehouse and Lanman’s notion of social cohesion. For data collection, we used a participatory action research approach. Through a series of interviews and group discussions, we engaged with a diverse group of 13 participants, which consisted of 10 migrant learners and 3 teachers. The study found that xenophobia is a significant social pathology in South Africa which found its way into the classroom walls, thereby affecting the performance of migrant learners. It affects the victim’s identity and has profound consequences for the perpetrators. Ultimately, the effects of xenophobia contribute to a cycle of school violence. We assert the imperative of addressing the distressing impact of xenophobia on children within classrooms. Based on our findings, we argue that initial teacher education programmes are key in fostering a non-violent society through promoting cohesion and cultural responsiveness. Full article
(This article belongs to the Special Issue Inclusive Refugee Education and Global Justice)
14 pages, 652 KiB  
Article
The Mental Well-Being and Inclusion of Refugee Children: Considerations for Culturally Responsive Trauma-Informed Therapy for School Psychologists
by Charity Mokgaetji Somo
Educ. Sci. 2024, 14(3), 249; https://doi.org/10.3390/educsci14030249 - 27 Feb 2024
Cited by 1 | Viewed by 3897
Abstract
Refugee children displaced by war suffer incredible amounts of physical and psychological trauma during and post-displacement. War is not partial to children, and they are subjected to as much extreme violence as adults. This paper explores the mental health of refugee children following [...] Read more.
Refugee children displaced by war suffer incredible amounts of physical and psychological trauma during and post-displacement. War is not partial to children, and they are subjected to as much extreme violence as adults. This paper explores the mental health of refugee children following war and was guided by the research question: What are the mental health experiences of refugee children displaced by war situations? A secondary data analysis was conducted on publicly available documentary short films and instructional videos on psychological therapy with refugee children and families. The data were analysed through Qualitative Conventional Content Analysis (QCCA). Three major categories emerged regarding the well-being of refugee children: (1) children are not spared from war trauma, (2) children live in perpetual fear and anxiety, and (3) war-related violence ignites aggressive behaviours in children. To increase positive mental health outcomes, school psychologists need to implement trauma-informed therapy that focuses on decreasing psychosocial reactions to war. Culturally responsive therapy is recommended as it places indigenous ways of being at the centre of the healing process. Full article
(This article belongs to the Special Issue Inclusive Refugee Education and Global Justice)
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