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The Learning Experiences Of Refugee And Asylum-Seeker Children: A Model For Meaningful Learning

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Chapter Summary

This chapter focuses on the learning experiences of refugee and asylum-seeking children within the context of English schools. It explores children's learning experiences pre-, during and post-migration, and examines both circumstantial and consequential influences. Special attention is given to the way in which educators and children perceive of education and learning. Further consideration is given to the methodological approaches and challenges faced in researching the learning experiences of new students and refugee and asylum-seeking children. The chapter provides a deeper understanding of the complexities involved in carrying out research on refugee and asylum-seeking children. Consideration is given to the unique, individually diverse and complex qualities of each child involved in the study. While empirical research for the study was undertaken in London schools, it is hoped that the use of board games in research offers a wider range of methodological options for doing research on refugee children.

Keywords: asylum-seeking children; refugee children



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