Pokasic, Kristina
(2024)
Inclusion of Refugee Children in Primary Schools: The Case of Croatia.
PhD thesis, University of Nottingham.
Abstract
The increasing diversity in schools due to forced displacement and migration creates both challenges and opportunities for education systems in resettlement and transit countries. This study focuses on Croatia, a country which has experienced an influx of refugee children into its school system since early 2017, and examines the ways in which educators have tried to include them. In this context, the concept of inclusion, which has traditionally been associated with special educational needs, is expanded to encompass the broader needs of diverse student populations, including refugees.
The research adopts a multiple case study approach to understand how educational practices and policies can foster inclusion, employing semi-structured interviews with teachers, professional associates, and headteachers in four Croatian primary schools. Additionally, analysis of policies at international, national and local levels is provided. The study draws on a proposed conceptual framework for the inclusion of refugee students to reveal how their inclusion is influenced by macro-level factors, such as political, economic, and cultural conditions. These create systemic barriers, such as fluctuating refugee populations, economic disadvantages, and cultural disparities leading to a sense of 'otherness', all of which compromise refugee children’s inclusion in schools.
The research identifies four key practices for effective inclusion: preparation for teaching in an inclusive way, recognising students’ multiple identities, individualising approaches, and caring. It also highlights systemic limitations, including a lack of support and professional development for educators and the challenge of fully embracing multicultural and multilingual realities. Additionally, the policy analysis suggests that Croatian educational policies need to be more specific, actionable, and inclusive. A holistic approach to inclusion that acknowledges the diverse needs and identities of refugee children is recommended.
In conclusion, the study emphasises the need to adopt a more comprehensive approach to including refugee children in Croatian schools. It advocates for supportive policies at the macro and exo levels complementing micro-level educational practices to create an inclusive environment catering to all children, regardless of their background.
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