Building a Pedagogy of Welcome in practice: ways to support refugee children in early childhood education and care through examination of professional positionality.
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| Title: | Building a Pedagogy of Welcome in practice: ways to support refugee children in early childhood education and care through examination of professional positionality. |
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| Authors: | Gaywood, Donna1 (AUTHOR) dgaywood@glos.ac.uk, Bertram, Tony2 (AUTHOR), Pascal, Chris2 (AUTHOR) |
| Source: | European Early Childhood Education Research Journal. Jun2025, Vol. 33 Issue 3, p374-389. 16p. |
| Subject Terms: | *Early childhood education, *Refugee children, Syrian refugees, Praxis (Process), Researcher positionality, Refugees |
| Abstract: | Child displacement levels are rising due to conflict and violence; early educators often provide the first sustained contact young refugee children have with host-country culture. Sensitive pedagogical practices can provide refugee children with a sense of safety as they navigate their new world. This article shares one aspect of a Pedagogy of Welcome, which was developed through a small-scale doctoral research project and investigated the lived experience of four Syrian refugee children in ECEC. Successful models and approaches that enabled ethical power sensitive research engagement have been translated into praxis encouraging educators to deeply examine their professional positionality. This study found ways to navigate differences between Judaism and Islam utilising shared values of welcome. This Pedagogy of Welcome offers a third way for educators to create respectful spaces of welcome for both refugees and other marginalised children. [ABSTRACT FROM AUTHOR] |
| Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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