Visiting the forced visitors
• Migrant and refugee youth face complex challenges pertaining to educational and social inclusion in Europe and international contexts. • Global Citizenship Education (GCE) has gained increased prevalence as an educational response to globalizing processes such as forced migration and resulting cu...
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| Format: | Article |
| Language: | deu |
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Bielefeld University
2021-06-01
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| Series: | Journal of Social Science Education |
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| Online Access: | https://www.jsse.org/index.php/jsse/article/view/3970 |
| _version_ | 1819291809615970304 |
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| author | Eva Harðardóttir Ólafur Páll Jónsson |
| author_facet | Eva Harðardóttir Ólafur Páll Jónsson |
| author_sort | Eva Harðardóttir |
| collection | DOAJ |
| description | • Migrant and refugee youth face complex challenges pertaining to educational and social inclusion in Europe and international contexts.
• Global Citizenship Education (GCE) has gained increased prevalence as an educational response to globalizing processes such as forced migration and resulting cultural diversity.
• It is argued that a critical and decentered model of GCE can be applied as an inclusive educational response to refugee youth within national educational settings.
• Visual and participatory educational practices emphasizing the role of the teacher as a 'visitor' are presented and discussed.
Purpose: To explore the role and possibilities of Global Citizenship Education (GCE) in attending to neglected aspects of inclusive education when responding to forced youth migration in Europe.
Approach: We discuss different approaches to GCE within the literature, their implications for refugee students within national educational settings and give an example of how critical GCE can be practiced in education.
Finding: Drawing on theoretical work of John Dewey and Hannah Arendt, in conjunction with more recent theoretical work on global citizenship within education, we argue that a critical and decentered model of GCE is important to support processes of inclusion and citizenship for refugee youth within national educational settings.
Implications: We apply and discuss the suggested theoretical approach in relation to pedagogical practices developed as a part of an ongoing research project on irregular processes of inclusion and citizenship for migrant and refugee youth in Iceland, Norway, and the UK. |
| first_indexed | 2024-12-24T03:44:32Z |
| format | Article |
| id | doaj.art-31355a76c1014235a367907b5dea9d57 |
| institution | Directory Open Access Journal |
| issn | 1618-5293 |
| language | deu |
| last_indexed | 2024-12-24T03:44:32Z |
| publishDate | 2021-06-01 |
| publisher | Bielefeld University |
| record_format | Article |
| series | Journal of Social Science Education |
| spelling | doaj.art-31355a76c1014235a367907b5dea9d572022-12-21T17:16:46ZdeuBielefeld UniversityJournal of Social Science Education1618-52932021-06-0120210.11576/jsse-3970Visiting the forced visitorsEva Harðardóttir0Ólafur Páll Jónsson1PhD candidateProfessor• Migrant and refugee youth face complex challenges pertaining to educational and social inclusion in Europe and international contexts. • Global Citizenship Education (GCE) has gained increased prevalence as an educational response to globalizing processes such as forced migration and resulting cultural diversity. • It is argued that a critical and decentered model of GCE can be applied as an inclusive educational response to refugee youth within national educational settings. • Visual and participatory educational practices emphasizing the role of the teacher as a 'visitor' are presented and discussed. Purpose: To explore the role and possibilities of Global Citizenship Education (GCE) in attending to neglected aspects of inclusive education when responding to forced youth migration in Europe. Approach: We discuss different approaches to GCE within the literature, their implications for refugee students within national educational settings and give an example of how critical GCE can be practiced in education. Finding: Drawing on theoretical work of John Dewey and Hannah Arendt, in conjunction with more recent theoretical work on global citizenship within education, we argue that a critical and decentered model of GCE is important to support processes of inclusion and citizenship for refugee youth within national educational settings. Implications: We apply and discuss the suggested theoretical approach in relation to pedagogical practices developed as a part of an ongoing research project on irregular processes of inclusion and citizenship for migrant and refugee youth in Iceland, Norway, and the UK.https://www.jsse.org/index.php/jsse/article/view/3970global citizenship education,refugee youthinclusive educationdecentering |
| spellingShingle | Eva Harðardóttir Ólafur Páll Jónsson Visiting the forced visitors Journal of Social Science Education global citizenship education, refugee youth inclusive education decentering |
| title | Visiting the forced visitors |
| title_full | Visiting the forced visitors |
| title_fullStr | Visiting the forced visitors |
| title_full_unstemmed | Visiting the forced visitors |
| title_short | Visiting the forced visitors |
| title_sort | visiting the forced visitors |
| topic | global citizenship education, refugee youth inclusive education decentering |
| url | https://www.jsse.org/index.php/jsse/article/view/3970 |
| work_keys_str_mv | AT evaharðardottir visitingtheforcedvisitors AT olafurpalljonsson visitingtheforcedvisitors |