Abstract

#1  

TOWARDS A THIRD SPACE FOR INCLUSIVE EDUCATION THROUGH DECOLONISING AND CULTURALLY RESPONSIVE PEDAGOGIES: A POSITION PAPER 

Authors: 

Haswell, Nicholas (Tampere University)

Pinto-Bello, Raquel (EPN)

Yli-Jokipii, Maija (Tampere University) 

Huion, Patricia (UCLL)

Abstract

UNESCO’s Education for All Global Monitoring Report 2020 highlights a widespread lack of educational inclusion in countries around the world. Amidst the increasing cultural diversity in education systems caused by the ongoing refugee crisis and increased levels of migration throughout the world, many teachers do not adjust their teaching to students’ cultural diversity because they do not believe it possible or desirable. In the project EMERgenCeS (Erasmus+, KA2), we challenge that belief, advocating a Global Citizenship educational approach that focuses on, and combines, decolonising and culturally-responsive pedagogies. With this approach, we argue, teachers in multicultural settings have the potential to establish a “Third Space” in which to meet, and simultaneously include and be included by, their students and colleagues. Educational inclusion thus becomes a mutual, and mutually-beneficial, process, shared by both teachers and students. In this paper, we offer a theoretical outline of the approach and highlight the importance of teachers’ critical reflection on host countries’ past practices of colonialism and cultural subjugation practices, and acknowledgement of their continued influence on the sociocultural power relations of contemporary education systems. We briefly examine the histories of six European Union member states through a post-colonial lens to highlight the widespread and continued influence of the past on the present. The present refugee crisis, we argue, brings these often ignored or hidden legacies of the past to light. By participating in the process of critical reflection, teachers with a refugee background can play a vital role in establishing an educational “Third Space” in host countries, thus helping to create inclusive learning environments.

#2 

ELEMENTS OF SUCCESS: FINDING GOOD PRACTICES OF INTEGRATION FOR TEACHERS WITH REFUGEE BACKGROUNDS

Authors:

Yli-Jokipii, Maija (Tampere University)

Zavrtanik, Lucija (ASES)

Haswell, Nicholas (Tampere University)

Pinto-Bello, Raquel (UCLL)

Abstract

In this paper we present some key results of our EU project EMERGenCeS Erasmus+ (KA204-060226) which aims to find best practices in helping teachers with refugee backgrounds integrate into European Union countries. We collected data about refugee-educational initiatives and media-reported success stories from seven EU countries, looking for factors in the data that help refugees make use of their previous knowledge and find meaningful careers in their host countries. The aim of this project is to contribute new perspectives to discussions about learning in refugee integration contexts. 

You´ll find it here
Elements of success: Finding good practices of integration for teachers with refugee backgrounds — Suomi (kieliverkosto.fi)

#3 

WELCOME ROLES: FINDING GOOD PRACTICES FOR REFUGEE TEACHER INTEGRATION INTO HOST COUNTRY EDUCATION SYSTEMS

Authors: 

Pinto-Bello, Raquel (UCLL) 

Yli-Jokipii, Maija (Tampere University)

Haswell, Nicholas (Tampere University)

Huion, Patricia (UCLL) 

Abstract

In this methodological paper we are approaching the question How can teachers with refugee backgrounds be better integrated into host-country education systems. The paper is part of the European Union-funded Erasmus+ project: EMERgenCeS: Merging Refugee-Educators Competencies and Skills (KA204-060226). We are also discussing the design and implementation of a key data collection tool used in the project. The aim for the data collection was to learn more about four key themes: 1) The challenges host country teachers (HCT) face when teaching refugee learners; 2) The solutions HCT’s see as necessary to overcome these challenge; 3) The educational roles teachers with refugee backgrounds (TRB) currently occupy in host countries; 4) 5 how TRB’s see these current roles as allowing them to help refugee learners. In this paper we are presenting both “whys” and “hows” of integration of teachers with refugee backgrounds into the host country educational systems.

#4 

APPLYING DECOLONIZED PEDAGOGIES IN WITH THE HELP OF REFUGEES

Authors:

Candeloro, Giulia (Kilowatt)

Yli-Jokipii, Maija (Tampere University)

Abstract

In this paper we are discussing about the input that educators with refugee backgrounds can bring to the European educational systems. The discussion is based on the work of project EMERgenCeS (Erasmus+, KA2): By interviewing stakeholders we were trying to identify the current practices and state of the integration of refugee teachers in the receiving education system as well as look for space of improvement in this niche. The approach presented in this paper has been put into practice by diverse lines of work of EMERgenCes project, not as a solution, but as a mode through which to apply decolonizing pedagogy.

#5 

ASSESMENT INSTRUMENT FOR POLICIES REGARDING THE INTEGRATION OF REFUGEES IN EUROPEAN STATES

Authors:

Codeia, Lorena (ICHB) 

Yli-Jokipii, Maija (Tampere University) 

Abstract 

Refugee integration is a dynamic, multifaceted and two-way process that requires efforts from all parties involved, including the willingness of refugees to adapt to the host society without renouncing their former cultural identity, as well as the mutual availability of host communities and public institutions to receive refugees and meet the needs of a diverse community.

Moreover, the local / national integration mechanism is complex and gradual, with three distinct but interconnected dimensions, namely legal, economic and socio-cultural, all of which are important for the capacity of integration refugees as full members of society. Social and economic rights oriented towards the integration process include freedom of movement, access to education and the labor market, access to aid and social assistance, including medical facilities, the possibility of acquiring and alienating property and the ability to travel with valid identity and travel documents. Thus, in order to make concrete recommendations and proposals for improving the refugee integration system, this paper aims to present in a general context the tools, policies and the process of refugee adaptation in the host states and, at the same time, to evaluate the existing integrative approaches to European national level.