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Lookup NU author(s): Helen Owen-Hughes, Dr Richard Parker
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Educational professionals in host countries play a pivotal role in supporting refugee and asylum-seeking children who have been forcibly displaced from their homes. In the UK, experiences of inclusion in school can differ markedly depending on local authority, school context, policies, procedures and discourse. This paper aims to contribute an understanding of how the inclusion of refugee and asylum-seeking children in UK schools is conceptualised and enacted in practice by educational professionals. A qualitative research synthesis of four research articles using a meta-study approach is presented. The methods, findings and theoretical underpinnings of each paper are analysed, with consideration of the socio-political context in which they were generated. The analysis culminates in a construction of a particular understanding of factors that shape the inclusion of refugee and asylum-seeking children in schools. Three themes emerged: how inclusion is conceptualised, how others are valued and how the needs of children are conceptualised.
Author(s): Owen-Hughes H, Parker R
Publication type: Article
Publication status: Published
Journal: Annual Review of Education, Communication and Language Sciences
Year: 2021
Volume: 18
Issue: 2
Pages: 99-115
Online publication date: 20/12/2021
Acceptance date: 15/11/2021
ISSN (electronic): 1743-159X
Publisher: School of Education, Communication and Language Sciences, Newcastle University
URL: https://research.ncl.ac.uk/arecls/
