A child-centred intercultural approach to the socio-educational inclusion of migrant and refugee children

Abstract

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The increasing trend of children's migration, whether forced or voluntary, poses challenges to policies aiming for social cohesion and children's rights protection. To address this, a child-centered approach to socio-educational inclusion of migrant and refugee children is crucial for fostering cohesive and inclusive societies. Inclusive educational environments foster collaboration among children, educators, communities, and local institutions, playing a pivotal role in implementing policies for social inclusion and intercultural dialogue. Schools are vital in integrating migrant and refugee children, where child-centered practices can promote intercultural and linguistic competencies, capacity building, and children's agency, enhancing their sense of belonging and inclusion.

To unlock the potential of inclusive education and achieve equitable societies, integrating a child-centered approach is essential, ensuring access to fundamental rights, participation, recognition of cultural diversity, and children's socio-emotional well-being. This review highlights the challenges of adopting a child-centered approach to education for migrant and refugee children and suggests inclusive interculturalism as a solution to address their socio-educational deficits in European educational settings.