Belonging and Inclusive Refugee Education

In recent years, inclusive education has increasingly gained recognition internationally as an effective approach to providing equal access and opportunities for diverse learner populations. However, it has also faced criticism for not adequately considering the lived experiences of all students, especially those targeted by inclusive policies and practices. As a response, the concept of ‘belonging’ has emerged as an alternative perspective that captures and expresses personal experiences of inclusion or exclusion in educational settings. This chapter explores the potential of the belonging approach within the field of refugee education, examining its implications, challenges, and the necessity for a more nuanced understanding of inclusion. The first section, ‘Belonging to Become or Passing to Belong in Refugee Education’ explores the pressures refugees face to conform and be accepted in their new environments. Drawing on Goffman’s (1963) distinctions between the ‘discredited’ and the ‘discreditable’, it discusses how refugees manage their identities and strive for acceptance. The narrative of Dina Nayeri (2020), who had to flee Iran and seek refuge first in the UK and then in the USA, illustrates the concept of ‘passing’ as an effort to dissociate from one’s origin in order to be accepted. This section highlights the conditional nature of belonging, where refugees must meet specific societal expectations to be deemed worthy of acceptance. This conditional belonging creates a division between those naturally entitled to belong and those who must earn it through their actions and transformations. The second section, ‘Belonging, Inclusion, and Refugee Education’, focuses on the emotional and psychological dimensions of belonging, emphasising its importance in inclusive education. Belonging is not only about physical inclusion in a space; it also involves an emotional connection that provides safety and identity. This section underscores the multi-layered nature of belonging, which is constructed through various social locations, identifications, and value systems. It differentiates between belonging as an emotional attachment and the politics of belonging, which involve creating boundaries of inclusion and exclusion. The discussion also addresses the need for educational environments to support the complex and ambivalent experiences of refugees, recognising their trauma and displacement while fostering genuine connections and respect. The third section, ‘Reciprocity of Belonging’, uses the example of internationally educated teachers (IETs) with refugee backgrounds to illustrate the challenges of professional integration and pursuit of belonging. IETs often face dequalification and lengthy recognition processes for their prior competencies, reflecting broader societal challenges in achieving belonging. This section discusses the importance of educational policies and practices that support the smooth transition of IETs into their profession, acknowledging their qualifications and experiences. It also highlights the potential of bridging programmes in Europe to facilitate this transition, and the need for holistic policy changes to enable true belonging for both refugee professionals and students. To summarise, the chapter emphasises that redefining belonging in refugee education requires moving beyond conditional acceptance to a more holistic and supportive model. This model must acknowledge the emotional, psychological, and structural aspects of belonging, creating flexible, responsive, and equitable educational environments. Such environments should enable all students, particularly those from refugee backgrounds, to feel valued, supported, and empowered to succeed. The insights from this chapter highlight the urgent need for educational strategies that extend beyond superficial inclusion, fostering authentic connections and mutual respect within diverse learning environments. By addressing the unique challenges faced by refugee students and educators, we can cultivate a sense of belonging that is both empowering and transformative, paving the way for more supportive and nurturing educational settings for all learners.