Exploring the impact of teachers’ past migration experience on inclusive education for refugee children

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buir.contributor.authorÖzçürümez, Saime
buir.contributor.authorTursun, Özgün
buir.contributor.authorTunç, Ahmet
buir.contributor.orcidÖzçürümez, Saime|0000-0003-3957-6915
buir.contributor.orcidTursun, Özgün|0000-0001-6490-8390
buir.contributor.orcidTunç, Ahmet|0000-0002-8508-2556
dc.citation.epage14en_US
dc.citation.spage1
dc.contributor.authorÖzçürümez, Saime
dc.contributor.authorTursun, Özgün
dc.contributor.authorTunç, Ahmet
dc.date.accessioned2024-03-12T07:28:58Z
dc.date.available2024-03-12T07:28:58Z
dc.date.issued2023-06-14
dc.departmentDepartment of Political Science and Public Administration
dc.description.abstractTeachers play a key role in shaping students’ experiences in the learning environment. Studies on inclusive education in forced migration contexts, however, rarely examine what determines teachers’ positive behaviour and attitudes toward refugee students. This study examines how teachers’ past migration and occupational experiences impact their attitudes towards students who arrived through forced migration and whether they rely on teaching practices stemming from their past experiences to ensure a more inclusive school climate. Using both quantitative and qualitative methods, we collected 228 surveys and conducted 9 focus groups with secondary education teachers in 11 public schools in 5 different cities in Turkey where students of Syrian origin who arrived through forced migration are registered. Drawing on Pierre Bourdieu’s concept of ‘habitus’ and ‘social capital’, this study argues that teachers’ past migration experiences enable them to create a more inclusive classroom experience for Syrian refugee children.
dc.identifier.doi10.1080/13603116.2023.2221255
dc.identifier.eissn1464-5173
dc.identifier.issn1360-3116
dc.identifier.urihttps://hdl.handle.net/11693/114539
dc.language.isoen
dc.publisherRoutledge
dc.relation.isversionofhttps://doi.org/10.1080/13603116.2023.2221255
dc.source.titleInternational Journal of Inclusive Education
dc.subjectSyrian refugee students
dc.subjectHabitus
dc.subjectInclusive education
dc.subjectTurkish education policy
dc.subjectTeacher education
dc.titleExploring the impact of teachers’ past migration experience on inclusive education for refugee children
dc.typeArticle
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