Visiting the forced visitors
• Migrant and refugee youth face complex challenges pertaining to educational and social inclusion in Europe and international contexts. • Global Citizenship Education (GCE) has gained increased prevalence as an educational response to globalizing processes such as forced migration and resulting cul...
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ftdatacite:10.11576/jsse-3970 2023-05-15T16:51:17+02:00 Visiting the forced visitors Harðardóttir, Eva Jónsson, Ólafur Páll 2021 https://dx.doi.org/10.11576/jsse-3970 https://www.jsse.org/index.php/jsse/article/view/3970 en eng JSSE - Journal of Social Science Education Creative Commons Attribution Share Alike 4.0 International https://creativecommons.org/licenses/by-sa/4.0/legalcode cc-by-sa-4.0 CC-BY-SA Text Article article-journal ScholarlyArticle 2021 ftdatacite https://doi.org/10.11576/jsse-3970 2021-11-05T12:55:41Z • Migrant and refugee youth face complex challenges pertaining to educational and social inclusion in Europe and international contexts. • Global Citizenship Education (GCE) has gained increased prevalence as an educational response to globalizing processes such as forced migration and resulting cultural diversity. • It is argued that a critical and decentered model of GCE can be applied as an inclusive educational response to refugee youth within national educational settings. • Visual and participatory educational practices emphasizing the role of the teacher as a 'visitor' are presented and discussed. Purpose: To explore the role and possibilities of Global Citizenship Education (GCE) in attending to neglected aspects of inclusive education when responding to forced youth migration in Europe. Approach: We discuss different approaches to GCE within the literature, their implications for refugee students within national educational settings and give an example of how critical GCE can be practiced in education. Finding: Drawing on theoretical work of John Dewey and Hannah Arendt, in conjunction with more recent theoretical work on global citizenship within education, we argue that a critical and decentered model of GCE is important to support processes of inclusion and citizenship for refugee youth within national educational settings. Implications: We apply and discuss the suggested theoretical approach in relation to pedagogical practices developed as a part of an ongoing research project on irregular processes of inclusion and citizenship for migrant and refugee youth in Iceland, Norway, and the UK. : JSSE - Journal of Social Science Education, Bd. 20 Nr. 2 (2021) Text Iceland DataCite Metadata Store (German National Library of Science and Technology) Norway Hannah ENVELOPE(-60.613,-60.613,-62.654,-62.654) Dewey ENVELOPE(-64.320,-64.320,-65.907,-65.907) |
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DataCite Metadata Store (German National Library of Science and Technology) |
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• Migrant and refugee youth face complex challenges pertaining to educational and social inclusion in Europe and international contexts. • Global Citizenship Education (GCE) has gained increased prevalence as an educational response to globalizing processes such as forced migration and resulting cultural diversity. • It is argued that a critical and decentered model of GCE can be applied as an inclusive educational response to refugee youth within national educational settings. • Visual and participatory educational practices emphasizing the role of the teacher as a 'visitor' are presented and discussed. Purpose: To explore the role and possibilities of Global Citizenship Education (GCE) in attending to neglected aspects of inclusive education when responding to forced youth migration in Europe. Approach: We discuss different approaches to GCE within the literature, their implications for refugee students within national educational settings and give an example of how critical GCE can be practiced in education. Finding: Drawing on theoretical work of John Dewey and Hannah Arendt, in conjunction with more recent theoretical work on global citizenship within education, we argue that a critical and decentered model of GCE is important to support processes of inclusion and citizenship for refugee youth within national educational settings. Implications: We apply and discuss the suggested theoretical approach in relation to pedagogical practices developed as a part of an ongoing research project on irregular processes of inclusion and citizenship for migrant and refugee youth in Iceland, Norway, and the UK. : JSSE - Journal of Social Science Education, Bd. 20 Nr. 2 (2021) |
format |
Text |
author |
Harðardóttir, Eva Jónsson, Ólafur Páll |
spellingShingle |
Harðardóttir, Eva Jónsson, Ólafur Páll Visiting the forced visitors |
author_facet |
Harðardóttir, Eva Jónsson, Ólafur Páll |
author_sort |
Harðardóttir, Eva |
title |
Visiting the forced visitors |
title_short |
Visiting the forced visitors |
title_full |
Visiting the forced visitors |
title_fullStr |
Visiting the forced visitors |
title_full_unstemmed |
Visiting the forced visitors |
title_sort |
visiting the forced visitors |
publisher |
JSSE - Journal of Social Science Education |
publishDate |
2021 |
url |
https://dx.doi.org/10.11576/jsse-3970 https://www.jsse.org/index.php/jsse/article/view/3970 |
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ENVELOPE(-60.613,-60.613,-62.654,-62.654) ENVELOPE(-64.320,-64.320,-65.907,-65.907) |
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Norway Hannah Dewey |
geographic_facet |
Norway Hannah Dewey |
genre |
Iceland |
genre_facet |
Iceland |
op_rights |
Creative Commons Attribution Share Alike 4.0 International https://creativecommons.org/licenses/by-sa/4.0/legalcode cc-by-sa-4.0 |
op_rightsnorm |
CC-BY-SA |
op_doi |
https://doi.org/10.11576/jsse-3970 |
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1766041404207792128 |