04 SES 17 B, Forced Migration and Inclusive Education: European perspectives on including forced migrants into teacher training, (non-)formal schooling and work Part 3
Symposium continued from 04 SES 16 B
Serbia as a country on the “Balkan route” was a transit country for thousands of refugees until Summer 2016, when families realized they might stay longer than planned in this last non-EU country on their route, and started considering educating their children in Serbia. A first snapshot on the challenges and successes of the integration process of refugees highlighted positive peer relationships between domicile and refugee students as one of the unexpected positive outcomes (Kovač Cerović, Grbić & Vesić, 2017). Although international overviews and recommendations for integrating migrant students usually do not prioritize positive peer relationships (OECD, 2015; Nusche, 2009), developmental-psychological studies stress the pivotal role of peer relationships for development, both through success experiences with friends and through acceptance by the peer group (Parker, Rubin, Erath, Wojslawowicz & Buskirk, 2006). Moreover, literature shows multiple facets of peer interaction benefits especially in case of vulnerable or immigrant children, such as increased intercultural understanding (Vickers, McCarthy & Zammit, 2017), or gaining social confidence (Albrecht & Ko, 2017) as well as the lasting positive effects of increasing opportunity for intergroup contact (Asendorpf & Motti-Stefanidi, 2017). This paper puts the spotlight on exploring peer-to-peer interactions between domicile and refugee students in greater detail. A mix-method study is conducted in four schools in Belgrade suburbs, with 60 domicile and 50 refugee students, their teachers and school associates. Key data are provided through qualitative methods that include analyses of two types of narratives written by domicile students, based on the “dynamic storytelling methodology” (Daiute & Kovacs Cerovic, 2017), focus groups with refugees, teachers and school associates. First results show that peer support is not used strategically but represents coincidental events happening spontaneously between students; discrepancies in perspectives of school teachers and refugee students are also found. Conversely, encouraging perspectives were found across the narratives of domicile students, that suggest attitudes of acceptance, readiness to engage and understand refugee students’ experiences, feelings and needs regarding their present situation and future endeavors, even in the absence of guidance from the school for such empathic response. Modalities of building on positive peer-relationships will be discussed.
Albrecht, S., & Ko, G. (2017). How do Immigrant Students Develop Social Confidence and Make Friends in Secondary School? A Retrospective Study. The Qualitative Report 22, 9, 2385-2403. Asendorpf, J. B., & Motti-Stefanidi, F. (2017). A longitudinal study of immigrants’ peer acceptance and rejection: Immigrant status, immigrant composition of the classroom, and acculturation. Cultural Diversity and Ethnic Minority Psychology 23, 4, 486-498. Daiute, C., & Kovacs Cerović, T. (2017). Minority Teachers – Roma in Serbia – Narrate Education Reform. Belgrade: Institute for Psychology. Kovač Cerović, T., Grbić, S., & Vesić, D (2017). How do schools integrate migrant students: case studies from Serbia. ECER 2017, Copenhagen, 22-25.8.2017. Kovač Cerović, T., Jovanović, O., & Pavlović Babić, D (2016). Individual education plan as an agent of inclusiveness of the educational system in Serbia: Different perspectives, achievements and new dilemmas. Psihologija, 49, 4, 431–445. Nusche, D. (2009). What works in migrant education? A review of evidence and policy options. OECD Education Working Papers, No. 22. OECD Publishing. OECD (2015). Immigrant students at school: Easing the journey towards integration. OECD Publishing.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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