Refugee children, trust and inclusive school cultures

References

• Allan, J. 2006. “The Repetition of Exclusion.” International Journal of Inclusive Education 10 (2–3): 121–133.
   Google Scholar
• Allan, J., and E. Persson. 2018. “Social Capital and Trust for Inclusion in School and Society.” Education, Citizenship and Social Justice, 1–11. doi:10.1177/1746197918801001.
   Web of Science ®Google Scholar
• Arendt, H. 2007. “We Refugees.” In The Jewish Writings, edited by J. Kahn and R. H. Feldman, 264–274. New York: Schocken Books.
   Google Scholar
• Arnot, M., and H. Pinson. 2005. The Education of Asylum Seeker and Refugee Children: A Study of LEA and School Values, Policies and Practices. Cambridge: Cambridge University, Faculty of Education. https://www.educ.cam.ac.uk/people/staff/arnot/AsylumReportFinal.pdf.
   Google Scholar
• Arnot, M., H. Pinson, and M. Candappa. 2009. “Compassion, Caring and Justice: Teachers’ Strategies to Maintain Moral Integrity in the Face of National Hostility to the ’Non-citizen’.” Educational Review 61 (3): 249–264.
   Web of Science ®Google Scholar
• Baier, A. 1986. “Trust and Antitrust.” Ethics 96 (2): 231–260.
   Web of Science ®Google Scholar
• Bajaj, M., and S. Suresh. 2018. “The “Warm Embrace” of a Newcomer School for Immigrant and Refugee Youth.” Theory into Practice 57 (2): 91–98.
   Web of Science ®Google Scholar
• Baker, R. 1990. “The Refugee Experience: Communication and Stress, Recollections of a Refugee Survivor.” Journal of Refugee Studies 3 (1): 64–71.
   Google Scholar
• Ball, S. J. 2018. “The Tragedy of State Education in England: Reluctance, Compromise and Muddle—A System in Disarray.” Journal of the British Academy 6: 207–238.
   Google Scholar
• Bauman, Z. 2004. Wasted Lives: Modernity and its Outcasts. Cambridge: Polity.
   Google Scholar
• Bauman, Z. 2008. Does Ethics Stand a Chance in a World of Consumers? Cambridge: Harvard University Press.
   Google Scholar
• Bauman, Z. 2016. Strangers at Our Door. Cambridge: Polity.
   Google Scholar
• BBC News. 2015. David Cameron Criticised Over Migrant ‘Swarm’ Language. London: BBC News. Accessed July 31 2016 http://www.bbc.co.uk/news/uk-politics-33716501.
   Google Scholar
• Block, K., S. Cross, E. Riggs, and L. Gibbs. 2014. “Supporting Schools to Create an Inclusive Environment for Refugee Students.” International Journal of Inclusive Education 18 (12): 1337–1355.
   Web of Science ®Google Scholar
• Booth, T. 2005. “Keeping the Future Alive: Putting Inclusive Values into Action.” FORUM 47 (2): 151–158.
   Google Scholar
• Booth, T., and M. Ainscow. 2002. Index for Inclusion Developing Learning and Participation in Schools. Bristol: Centre for Studies in Inclusive Education.
   Google Scholar
• Buber, M. 2006. Between Man and Man. London: Routledge.
   Google Scholar
• Carrington, S. 1999. “Inclusion Needs a Different School Culture.” International Journal of Inclusive Education 3 (3): 257–268.
   Google Scholar
• Catarci, M. 2016. “Challenging Interculturalism: The Inclusion of Asylum Seekers and Refugees in Italy.” Australian and New Zealand Journal of European Studies 8 (2): 21–33.
   Google Scholar
• Corbett, J. 1999. “Inclusive Education and School Culture.” International Journal of Inclusive Education 3 (1): 53–61.
   Google Scholar
• Corbett, J. 2001. Supporting Inclusive Education: A Connective Pedagogy. London: Routledge.
   Google Scholar
• Daniel, E. V., and J. Knudsen. 1995. “Introduction.” In Mistrusting Refugees, edited by E. V. Daniel and J. Knudsen, 1–12. London: University of California Press.
   Google Scholar
• Deal, T. E., and K. D. Peterson. 2016. Shaping School Culture. San Francisco, CA: Jossey-Bass.
   Google Scholar
• D’Olimpio, L. 2018. “Trust as a Virtue in Education.” Educational Philosophy and Theory 50 (2): 193–202.
   Web of Science ®Google Scholar
• Due, C., D. W. Riggs, and M. Augoustinos. 2016. “Diversity in Intensive English Language Centres in South Australia: Sociocultural Approaches to Education for Students with Migrant or Refugee Backgrounds.” International Journal of Inclusive Education 20 (12): 1286–1296.
   Web of Science ®Google Scholar
• Engels, N., G. Hotton, G. Devos, D. Bouckenooghe, and A. Aelterman. 2008. “Principals in Schools with a Positive School Culture.” Educational Studies 34 (3): 159–174.
   Web of Science ®Google Scholar
• Faulkner, P. 2014. “The Moral Obligations of Trust.” Philosophical Explorations 17 (3): 332–345.
   Web of Science ®Google Scholar
• Ferfolja, T., and M. Vickers. 2010. “Supporting Refugee Students in School Education in Greater Western Sydney.” Critical Studies in Education 51 (2): 149–162.
   Web of Science ®Google Scholar
• Fink, H. 2007. “The Concept of Ethics and the Ethical in K.E. Løgstrup’s The Ethical Demand.” In Concern for the Other: Perspective on the Ethics of K.E. Løgstrup, edited by S. Andersen and K. Van Kooten Niekerk, 9–28. Notre Dame: University of Notre Dame Press.
   Google Scholar
• Florian, L., and M. Beaton. 2018. “Inclusive Pedagogy in Action: Getting it Right for Every Child.” International Journal of Inclusive Education 22 (8): 870–884.
   Web of Science ®Google Scholar
• Goepel, J. 2012. “Upholding Public Trust: An Examination of Teacher Professionalism and the Use of Teachers’ Standards in England.” Teacher Development 16 (4): 489–505.
   Google Scholar
• Gormez, V., H. N. Kılıç, A. C. Orengul, M. N. Demir, E. B. Mert, B. Makhlouta, K. Kınık, and B. Semerci. 2017. “Evaluation of a School-Based, Teacher-Delivered Psychological Intervention Group Program for Trauma-Affected Syrian Refugee Children in Istanbul, Turkey.” Psychiatry and Clinical Psychopharmacology 27 (2): 125–131.
   Web of Science ®Google Scholar
• Greene, M. 1978. “Teaching: The Question of Personal Reality.” Teachers College Record 80 (1): 23–35.
   Web of Science ®Google Scholar
• Greene, M. 1995. Releasing the Imagination: Essays on Education, the Arts, and Social Change. San Francisco, CA: Jossey-Bass Publishers.
   Google Scholar
• Hargreaves, A. 1999. “Helping Practitioners Explore Their School’s Culture.” In School Culture, edited by J. Prosser, 48–65. London: Paul Chapman.
   Google Scholar
• Hopkins, K. 2015. “Rescue Boats? I’d use Gunships to Stop Migrants.” The Sun, April 17, National edition, p. 11.
   Google Scholar
• Hynes, T. 2003. The Issue of ‘Trust’ and ‘Mistrust’ in Research with Refugees: Choices, Caveats and Considerations for Researchers. New Issues in Refugee Research, Working Paper No. 98. Geneva: UNHCR.
   Google Scholar
• Hynes, P. 2009. “Contemporary Compulsory Dispersal and the Absence of Space for the Restoration of Trust.” Journal of Refugee Studies 22 (1): 97–121.
   Web of Science ®Google Scholar
• Keddie, A. 2012. “Pursuing Justice for Refugee Students: Addressing Issues of Cultural (mis)Recognition.” International Journal of Inclusive Education 16 (12): 1295–1310.
   Web of Science ®Google Scholar
• Kohli, R. K. S. 2006. “The Sound of Silence: Listening to What Unaccompanied Asylum-Seeking Children Say and Do Not Say.” British Journal of Social Work 36: 707–721.
   Web of Science ®Google Scholar
• Løgstrup, K. E. 1997. The Ethical Demand. Translated by T.I. Jensen. Notre Dame: Notre Dame University Press.
   Google Scholar
• Løgstrup, K. E. 2007. Beyond the Ethical Demand. Translated by S. Dew and H. Flegal, edited by K. van Niekerk. Notre Dame: Notre Dame University Press.
   Google Scholar
• Lyytinen, E. 2017. “Refugees’ ‘Journeys of Trust’: Creating an Analytical Framework to Examine Refugees’ Exilic Journeys with a Focus on Trust.” Journal of Refugee Studies 30 (4): 489–510.
   Web of Science ®Google Scholar
• MacDonald, F. 2017. “Positioning Young Refugees in Australia: Media Discourse and Social Exclusion.” International Journal of Inclusive Education 21 (11): 1182–1195.
   Web of Science ®Google Scholar
• Mackenzie, C., C. McDowell, and E. Pittaway. 2007. “Beyond ‘Do No Harm’: The Challenge of Constructing Ethical Relationships in Refugee Research.” Journal of Refugee Studies 20 (2): 299–319.
   Web of Science ®Google Scholar
• Matthews, J. 2008. “Schooling and Settlement: Refugee Education in Australia.” International Studies in Sociology of Education 18 (1): 31–45.
   Google Scholar
• Migliarini, V., C. Stinson, and S. D’Alessio. 2019. “‘SENitizing’ Migrant Children in Inclusive Settings: Exploring the Impact of the Salamanca Statement Thinking in Italy and the United States.” International Journal of Inclusive Education 23 (7–8): 754–767.
   Web of Science ®Google Scholar
• Miravet, L. M., and O. M. García. 2013. “The Role of Teachers’ Shared Values and Objectives in Promoting Intercultural and Inclusive School Cultures: A Case Study.” International Journal of Qualitative Studies in Education 26 (10): 1373–1386.
   Google Scholar
• Morina, N., U. Schnyder, M. Schick, A. Nickerson, and R. A. Bryant. 2016. “Attachment Style and Interpersonal Trauma in Refugees.” Australian and New Zealand Journal of Psychiatry 50 (12): 1161–1168.
   PubMed Web of Science ®Google Scholar
• Ní Raghallaigh, M. 2013. “The Causes of Mistrust Amongst Asylum Seekers and Refugees: Insights from Research with Unaccompanied Asylum-Seeking Minors Living in the Republic of Ireland.” Journal of Refugee Studies 27 (1): 82–100.
   Web of Science ®Google Scholar
• Nind, M., S. Benjamin, K. Sheehy, J. Collins, and K. Hall. 2004. “Methodological Challenges in Researching Inclusive School Cultures.” Educational Review 56 (3): 259–270.
   Web of Science ®Google Scholar
• Pinson, H., and M. Arnot. 2010. “Local Conceptualisations of the Education of Asylum-Seeking and Refugee Students: From Hostile to Holistic Models.” International Journal of Inclusive Education 14 (3): 247–267.
   Web of Science ®Google Scholar
• Pinson, H., M. Arnot, and M. Candappa. 2010. Education, Asylum and the ‘Non-citizen’ Child. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Prosser, J. 1999. “The Evolution of School Culture Research.” In School Culture, edited by J. Prosser, 1–14. London: Paul Chapman.
   Google Scholar
• Rumsey, A. D., N. Golubovic, N. Elston, C. Y. Chang, A. Dixon, and K. Guvensel. 2018. “Addressing the Social and Emotional Needs of Refugee Adolescents in Schools: Learning from the Experiences of School Counselors.” Journal of Child and Adolescent Counseling 4 (1): 81–100.
   Google Scholar
• Rutter, J. 2006. Refugee Children in the UK. Maidenhead: Open University Press.
   Google Scholar
• Slee, R. 1998. “Inclusive Education? This Must Signify ‘New Times’ in Educational Research.” British Journal of Educational Studies 46 (4): 440–454.
   Web of Science ®Google Scholar
• Slee, R. 2001. “‘Inclusion in Practice’: Does Practice Make Perfect?” Educational Review 53 (2): 113–123.
   Web of Science ®Google Scholar
• Slee, R. 2011. The Irregular School: Exclusion, Schooling and Inclusive Education. London: Routledge.
   Google Scholar
• Slee, R. 2019. “Belonging in an Age of Exclusion.” International Journal of Inclusive Education. doi:10.1080/13603116.2019.1602366.
   Web of Science ®Google Scholar
• Stern, R. 2017. “‘Trust is Basic’: Løgstrup on the Priority of Trust.” In The Philosophy of Trust, edited by P. Faulkner and T. Simpson, 272–294. Oxford: Oxford University Press.
   Google Scholar
• Strang, A., and A. Ager. 2010. “Refugee Integration: Emerging Trends and Remaining Agendas.” Journal of Refugee Studies 23 (4): 589–607.
   Web of Science ®Google Scholar
• Taylor, S., and K. S. Ravinder. 2012. “Supporting Refugee Students in Schools: What Constitutes Inclusive Education?” International Journal of Inclusive Education 16 (1): 39–56.
   Web of Science ®Google Scholar
• Taylor, S., and R. K. Sidhu. 2012. “Supporting Refugee Students in Schools: What Constitutes Inclusive Education?” International Journal of Inclusive Education 16 (1): 39–56.
   Web of Science ®Google Scholar
• Webster, R. S. 2018. “Being Trustworthy: Going Beyond Evidence to Desiring.” Educational Philosophy and Theory 50 (2): 152–162.
   Web of Science ®Google Scholar
• Weil, S. 2003. Waiting for God, trans. E. Craufurd. NewYork, NY: Perennial.
   Google Scholar