Looking Beyond the Bigger Picture: Implications of Classroom Micro-Level Activities for the Inclusion of Refugees in Education in Host Countries

Abstract

Many forcibly displaced children arrive in Western host countries and are in education systems. However, little is known regarding the implications of micro or classroom activities for the inclusion of students from refugee backgrounds (SRBs) in new education systems. This chapter aims at exploring this issue to further the understanding of the role of daily practices on the inclusion of refugees in education. The author employed a scoping review as the main method; and care theory and inclusion theory were used as theoretical framework. The findings indicate that refugees can be subject to both desirable and negative experiences due to their relationships with their peers and teachers. The desirable experiences facilitate the inclusion of refugees, and the negative ones impede their inclusion in education systems. Therefore, in addition to investing in educational technologies, all concerned bodies should consider the micro-level activities to create genuine inclusive environments of learning for refugees.

Looking Beyond the Bigger Picture: Implications of Classroom Micro-Level Activities for the Inclusion of Refugees in Education in Host Countries