Abstract: Diversity and Inclusion - Refugee Children in Greece

How Diversity can lead to Inclusion. The case of Refugee Children in Greece.

While we are moving to increasingly multicultural and diverse societies, different educational realities and new demands in a globalized interconnected world, diversity in schools has increased but less attention has been given on inclusion. However, without inclusion and corresponding inclusive practices and most importantly without an inclusive mindset and open attitudes, diversity on its own cannot be considered -as often is- a characteristic of quality education, nor does it indicate equal access for students with different needs. In other words, important as it may indeed be, access of children with diverse needs, such as refugee and migrant children, to mainstream school is not in itself enough, as these students’ needs may not be met. The issue is rather complex both in terms of its definition (i.e. What is inclusion?) as well as of different legislation, infrastructure, resources and educational policies across countries and local communities, especially with reference to refugee education.

This case study refers specifically to refugee and migrant students in Greek mainstream schools and NFE learning centers, in the past four years. Using action and desktop research the project adopts principles and methods of international education and Social Emotional Learning to bring up learning for all students guided by a philosophy of care and a growth mindset. It aims to shed some light to the effort children put, the amazing potential they have, their power and resilience, almost synonymous to their being children. It also aims to inspire teachers who can unlock this potential and become learners themselves. It is about learning as empowerment and children as the future.