04 SES 13 B, Forced Migration and Inclusive Education: European perspectives on including forced migrants into teacher training, (non-)formal schooling and work Part 1
Symposium to be continued in 04 SES 16 B
This paper examines the primacy of trust in childhood and education in relation to the schooling of children seeking refuge. We open with Løgstrup’s (1997) account of the centrality of trust in human life. We then move on to address Buber’s (2005) insistence that in the absence of trust in education the young are bereft of trust in the world itself and Greene’s (1993) identification of trust at the beginning of all learning. In light of these accounts, we examine the consequences of the betrayal of trust in young lives uprooted from their homelands by forces entirely beyond their control, before examining the question of how trust might be regained by inclusive relations in schooling. We draw on the findings of in-depth and dialogical interviews with teachers and other professionals working with children seeking refuge in four primary schools in the UK. These finding elicit the many ways in which trusting relationships in schools can usher in cultures of inclusion and bring stability, confidence and hope to lives cast adrift. Together, the experiences and insights of these teachers counter deficiency and merely specialist interpretations of the inclusion of children seeking refuge. At the same time, the teacher’s testaments illuminate the differences that ethical work can make in answering the fundamental human need of these children to trust and to be trusted. We conclude by way of exploring how the practice illuminated by these interviews might, in turn, ensure that children seeking refuge are included, both now, in their schools, and in a future world, a world these children might come to change for the better.
Avery, H. 2017. At the bridging point: tutoring newly arrived students in Sweden, International Journal of Inclusive Education, (21)4, 404-415. Buber, M. 2006. Between man and man. London: Routledge. Due, C., Riggs, D.W. and Augoustinos, M. 2016. Diversity in intensive English language centres in South Australia: sociocultural approaches to education for students with migrant or refugee backgrounds, International Journal of Inclusive Education, 20(12),1286-1296. Greene, M. 1993. Diversity and inclusion: Towards a curriculum for human beings, Teachers College Record. 95(2), 213-221. Keddie, A. 2012.Pursuing justice for refugee students: addressing issues of cultural (mis)recognition, International Journal of Inclusive Education, (16)12, 1295-1310. Løgstrup, K.E. 1997. The ethical demand. Notre Dame: University of Notre Dame Press. MacDonald, F. 2017. Positioning young refugees in Australia: media discourse and social exclusion, International Journal of Inclusive Education, (21)11, 1182-1195. Mills, C. W. 1976. The sociological imagination. Oxford: Oxford University Press. Murphy, D. 1988. Martin Buber’s Philosophy of Education. Dublin: Irish Academic Press. Rutter, J. 2006. Refugee children in the UK. Maidenhead: Open University Press
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