Abstract
Formal education of asylum seeker children in Serbia officially started in September 2017, when the consequences of European border regime became more obvious. In spite of the official attitude that Serbia is a transit country, there was a pressure to improve integration policies regarding migration, since a lot of people wanting to seek asylum in European Union have remained in Serbia for months. Educational inclusion is the aspect of asylum seekers’ integration in which the most resources and effort was invested. In this article, I try to define the notions of social and educational inclusion in relation to integration policies of asylum seekers coming from different cultural backgrounds and in relation to existing educational inclusion policies.
Highlights
When it comes to the notion of social inclusion, “in recent years it has taken on a broader usage in response to the increasing diversity within school communities, including cultural and linguistic diversity” (Taylor and Sidhu 2012, p. 53)
The objective of this paper is to provide understanding of how the notions of educational ‘inclusion’ and ‘interculturality’ are used in the context of formal education of asylum seeker children in Belgrade
The goal of formal education of asylum seeker children is to include them into regular classrooms even though they come from different cultural backgrounds and do not speak the native language
Summary
When it comes to the notion of social inclusion, “in recent years it has taken on a broader usage in response to the increasing diversity within school communities, including cultural and linguistic diversity” (Taylor and Sidhu 2012, p. 53). Afghanistan, Iran, Syria, Iraq, Pakistan, and other countries from the Middle East, who live in reception centers in Serbia. Three main themes are considered through interviews with research participants and literature review: the beginning of formal education of asylum seeker children in Serbia, intercultural education, and the notion of social inclusion. The objective of this paper is to provide understanding of how the notions of educational ‘inclusion’ and ‘interculturality’ are used in the context of formal education of asylum seeker children in Belgrade. The second one is the transition from the old ‘defectology’ model and emphasis on ‘special needs’ to a certain policy on educational inclusion, which on first sight has nothing to do with refugees/migrants/asylum seekers, but it is connected to the way in which educational policies are tailored and in which the term ‘inclusion’ is understood. By September 2017, most of the migrants from Afghanistan, Pakistan, Syria, Iraq, Iran, etc. were in reception and asylum centers, they are called ‘asylum seekers’ (Lažetić and Jovanović 2018)
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