In the last months, Europe has been confronted with thousands of refugees. The inclusion of refugee children and adolescents challenges the existing educational system because of the heterogeneous cultural and educational backgrounds of the persons involved. To enable successful collaborative learning between children and adolescents with and without refugee background, it is essential to promote an understanding of refugee experiences. Media both for formal and informal education can play an important role in this kind of learning process (cf. Holzwarth 2010). In this context, (educational) media such as videos, movies, serious games and books are being produced to sensitize children and adolescents who do not have refugee experiences. The media analysis of the authors considers German-language media from the years 2013 to 2015. The aim of the analysis is to gain an overview about the existing media and to estimate their educational possibilities and limitations to use in both formal and informal learning environments such as day-care centers, schools, social work institutions and for parental mediating. The theoretical background is based on the concept of Structural Media Education (Strukturale Medienbildung) (cf. Jörissen & Marotzki 2009) which understands educational processes with media to be a transformation of the world and one’s self.

Holzwarth, P. (2010). Aktive Medienarbeit als Integrationschance. In G. Cleppien & U. Lerche (eds.). Soziale Arbeit und Medien (pp. 189-202). Wiesbaden: VS Verlag für Sozialwissenschaften. Jörissen, B. & Marotzki, W. (2009). Medienbildung – eine Einführung. Theorie – Methoden – Analysen. Stuttgart: UTB.