Navigating the complexities of the education of students with a refugee background. A continuum of adaptation.

Autor/in	Le Pichon, Emmanuelle
Titel	Navigating the complexities of the education of students with a refugee background. A continuum of adaptation.
Quelle	In: Zeitschrift für erziehungswissenschaftliche Migrationsforschung, 4 (2025) 1, S. 9-22Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2701-2476; 2701-2484
DOI	10.3224/zem.v4i1.02
Schlagwörter	Anpassung; Bildungswesen; Kind; Schüler; Migration; Migrationshintergrund; Vergleich; Inklusion; Internationalität; Integration; Flüchtling
Abstract	Recent conflicts have contributed to a large influx of refugees to Europe and North America. These displacements, combined with global tensions, have led to restrictive migration policies. Despite these challenges, several countries pledged in 2016 to integrate students of refugee background into national education systems, guaranteeing them access to quality education soon after arrival. This article examines refugee education in Western countries in terms of availability, accessibility, acceptability and adaptability, focusing on Canada, in particular Ontario, and comparing it with practices in some European countries. The study highlights the significant variability of refugee education within countries and questions the legitimacy of reception classes in relation to mainstream classes. The article highlights the need for nuanced approaches that take into account individual migration trajectories, diverse educational needs, and systemic challenges inherent to each educational system. It advocates for a shift from deficit-based to strength-based pedagogical practices, while emphasizing the importance of adaptability in education, supported by strong leadership within school teams. The Canadian example illustrates both the potential for inclusion and the societal challenges.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2026/3