Education beyond safety. Facilitating educational meetings between refugee and non-refugee youth

Abstract

Purpose: The article unpacks potentials of and resistance towards facilitating meetings between refugee and non-refugee youth in global citizenship education.

Design/methodology/approach: The analyses are based on participant observation in a school-based intervention in three locations, developed on the principles of design-based research [DBR].

Findings: The article exposes both how meetings between students could be deeply educational and how teachers prevent meaningful interaction between students out of concern for refugee students.

Research limitations/implications: More research is needed on how students care for themselves and others in transformational learning contexts.

Practical implications: Privileged teachers’ concern for retraumatising students can veil unconscious protection of the privileged self against students’ trauma and should therefore be subject to critical reflection.