Education beyond Safety. Facilitating Educational Meetings between Refugee and Non-Refugee Youth

Autor/inn/en	Svendsen, Stine H. Bang; Skotnes, Christian Engen
Titel	Education beyond Safety. Facilitating Educational Meetings between Refugee and Non-Refugee Youth
Quelle	In: Journal of Social Science Education, 21 (2022) 2, S.153-173 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Skotnes, Christian Engen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1611-9665
Schlagwörter	Refugees; Citizenship Education; Global Approach; Meetings; Social Studies; Interaction; Cultural Differences; Cultural Awareness; Consciousness Raising; Power Structure; Decolonization; Trauma; Foreign Countries; Secondary Education; Adult Education; World Views; Colonialism; Racism; Social Bias; Peer Relationship; Norway; Syria; Eritrea + Suchen Sie Ihr Suchwort? Flüchtling; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Denken; Meeting; Tagung; Gemeinschaftskunde; Interaktion; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Bewusstseinsbildung; Dekolonisation; Entkolonialisierung; Ausland; Sekundarbereich; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; World view; Weltanschauung; Kolonialismus; Rassismus; Peer-Beziehungen; Norwegen; Syrien
Abstract	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. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01