engleski

Critical-reflexive approach to monitoring quality of integration of refugee students in elementary school in Croatia

The paper discusses the use of reflective diary as a method of reflecting and monitoring on the practice of educational integration of refugee pupils in elementary school. In the first part of the paper we present an action-research model of the integration of refugee children in one Zagreb (Croatia) elementary school, implemented as a series of bottom-up interventions designed to provide support for pupils, their families, and educators in this process. In the central part of the paper we analyze pedagogy students’ reflective diaries of their educational practice with refugee children, with the aim of determining the type of reflection employed in them by students, using the framework of Gorski and Dalton’s (2020) typology of approaches to reflection in multicultural and social justice teacher education. The results show that all three main types of Gorski and Dalton’s (2020) typology, conser-vative, liberal, and critical reflection, are present in at least some reflective diaries, liberal reflection being most extensively used by pedagogy students. The concluding part of the paper discusses the implications of the research for teacher education, and for the continuous improvement of refugee children’s educational integration by applying reflectively and process-oriented methods of monitoring the quality of the educational process.

critical pedagogy, educational integration, reflexivity, refugee education

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