Abstract
Five teachers narrate their thoughts and problems they face as well as their expectations regarding the education of refugee children. The researcher uses Bennett’s (1993) theoretical model of intercultural sensitivity in order to present the extent to which the teacher is “open” to the intercultural difference towards refugee children and their families. The purpose of this study is to capture the thoughts, problems and expectations of teachers who teach refugee children. The research tool is the narrative based on the narrative model of Clandinin and Connelly (2000). Regarding the results, the teachers emphasize that it is very important to specialize with continuing education such as a master’s degree in intercultural education and participating in seminars related to the education of refugee children.
Presenters
Ariadni KouzeliPreschool Educator, Student in University of Patras, Educational Sciences and Early Childhood Education, Mikro Karavi Kindergarten, Greece Eugenia Arvanitis
Professor, Educational Sciences and Early Childhood Education, University of Patras, Greece
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Otherness, Refugee, Early Childhood, Narrative Inquiry
