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Abstract
The paper attempts to present a research framework of conditions for the exploration of all authors’ voices for refugee language education. The intensity of the refugee phenomenon since 2015 highlights a superdiverse reality and at the same time a need for new conceptualized tools to study the educational and research process to meet the fluidity and complexity of this situation. The analysis draws on the concept of chronotopes that underpin refugees’ and teachers’ discourses. Voices, as our analysis shows, are influenced by power relations and especially by power relations between researchers and refugees, as well as between refugee students and academic learning.
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