Teachers’ Experiences on Refugee Education and Their Views on Refugees’ Social Inclusion: Case of Turkey

Abstract

This study had two aims: first, to reveal the experiences of educators who work with refugee students in Samsun (Turkey); and second, to divulge the views these teachers have on the social inclusion of refugees. The research was designed using a case study approach; 18 individuals participated in the research, who were selected from 12 schools within the criterion sample. A semi-structured interview form was utilized to collect data, which were analyzed using a content analysis approach. Some participants indicated that some refugee students were indifferent toward their lessons, would act in violent ways at school, experienced academic inadequacies, and possessed language and communication issues. Other teacher-participants pointed out that refugee students suffered from discrimination at school. In a general sense, the participants had a positive attitude towards refugee social inclusion, and they believed that refugees should be given employment opportunities; but refugees should also learn about Turkish culture and values. The study concluded that an equal distribution of refugees across schools and residential areas is necessary and that organizing events where refugees and Turkish citizens can join together provides the whole society with opportunities to learn about multiculturalism, which in turn can accelerate social inclusion. © 2023 The Governors of the University of Alberta.