engleski

The role of language in educational inclusion of migrant children - what early childhood education institutions can learn from one Croatian school?

In the first part of our presentation, we briefly presented a bottom-up action research model of integration of children whose parents are seekers of international protection or have been granted asylum in Croatia, implemented in one Zagreb primary school. The model, which we have been developing and implementing for the last two years, comprises of a series of ad-hoc, bottom-up interventions designed to provide educational support for, primarily, integrated migrant and refugee students and their teachers, but also to other actors of the educational process. In the second part of the presentation, using the role of language in educational inclusion as a reflective lens, we examined the insights gained through different sources of data – students' reflective diaries on their direct assistance to migrant and refugee students during class, notes from supervisions with students, focus groups with teachers and reflective interviews with volunteers who provide Croatian language lessons for migrant and refugee students. We analyzed and interpreted our insights through a series of metaphors about language which reflect our understanding of educational inclusion of migrant children, stemming from critical intercultural theory of education which emphasizes the need for a systematic, holistic, intersectional approach to educational inclusion. In the final part of the presentation we critically reflected on the applicability of our work in the early childhood education context.

Migrant and refugee students, educational inclusion, language, bottom-up action research model

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