Education beyond safety
Facilitating educational meetings between refugee and non-refugee youth
DOI:
https://doi.org/10.11576/jsse-4646Keywords:
Global citizenship education, refugee education, Decoloniality, Professional ethicsAbstract
Purpose: The article unpacks potentials of and resistance towards facilitating meetings between refugee and non-refugee youth in global citizenship education.
Design/methodology/approach: The analyses are based on participant observation in a school-based intervention in three locations, developed on the principles of design-based research [DBR].
Findings: The article exposes both how meetings between students could be deeply educational and how teachers prevent meaningful interaction between students out of concern for refugee students.
Research limitations/implications: More research is needed on how students care for themselves and others in transformational learning contexts.
Practical implications: Privileged teachers’ concern for retraumatising students can veil unconscious protection of the privileged self against students’ trauma and should therefore be subject to critical reflection.
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