A child-centred intercultural approach to the socio-educational inclusion of migrant and refugee children [version 1; peer review: 1 approved, 2 approved with reservations, 2 not approved]

Abstract

The increasing trend of children's migration, whether forced or voluntary, presents a challenge to policies that aim to ensure social cohesion and protect children's rights. Therefore, adopting a child-centred approach to the socio-educational inclusion of migrant and refugee children can aid in the creation of cohesive and inclusive societies. Inclusive educational environments are collaborative settings that promote participation among children, educators, the community, and other local institutions. Educational communities can play a leading role in implementing public policies that promote social inclusion and intercultural dialogue. Schools play a crucial role in integrating migrant and refugee children. Child-centred practices can be implemented to promote intercultural and linguistic competences, capacity building, and children's agency. This can help to develop a sense of belonging and inclusion for all students. To unlock the potential of inclusive education, reduce inequalities, and achieve more equitable societies, it is essential to integrate a child-centred approach that promotes access to fundamental rights, participation, recognition of cultural diversity, and children's socio-emotional well-being. This review discusses the challenges of adopting a child-centred approach to education for migrant and refugee children. It proposes inclusive interculturalism as a child-centred approach to address the socio-educational deficits of these children in educational settings in Europe.

Keywords

• Child-centred approach
• migrant children
• refugee children
• socio-educational inclusion
• integration
• interculturalism.
• eng