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 |
|---|---|
| Language: | English |
| Authors: | Donna Gaywood (ORCID |
| Source: | European Early Childhood Education Research Journal. 2025 33(3):374-389. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Refugees, Early Childhood Education, Child Care, Young Children, Foreign Countries, Cultural Pluralism, Social Bias, Interpersonal Relationship, Judaism, Islam, Religious Factors, Teacher Role, Early Childhood Teachers, Altruism, Caring, Social Justice, Inclusion |
| Geographic Terms: | Syria, United Kingdom (England) |
| DOI: | 10.1080/1350293X.2024.2378357 |
| ISSN: | 1350-293X 1752-1807 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471225 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1350-293X 1752-1807 |
| DOI: | 10.1080/1350293X.2024.2378357 |
