Dialogic literary gatherings in class: new approaches to the education of refugee, migrant children and such from vulnerable social groups

This paper will offer observations on the implementation of the educational practices of dialogic literary gathering and reading buddies at the 66th Philip Stanislavov School, Sofia, Bulgaria in the context of the REFUGE-ED project. It will offer case studies from different high school classes where refugee children, as well as children with mixed ethnic backgrounds […]

Read More… from Dialogic literary gatherings in class: new approaches to the education of refugee, migrant children and such from vulnerable social groups

Unaccompanied Foreign Minors in Bulgaria: In the Limbo between the New and Old Homes

This paper aims to contribute to our understanding of how children and young people adapt and move when placed in Safety Zones for unaccompanied minors in two RRCs in Sofia – Voenna Rampa and Ovcha Kupel. The study presents the findings of the implementation process led by a team of representatives from the REFUGE-ED project […]

Read More… from Unaccompanied Foreign Minors in Bulgaria: In the Limbo between the New and Old Homes

REFUGE-ED will improve the academic performance, emotional well-being and social integration of refugee children

In 2021, the paper published in the Academic Bulletin ‘The Refugees: Today and Tomorrow’ introduces the Bulgarian public to the aims of the research project REFUGE-ED (H2020) and its upcoming implementation in the five pilot sites in Bulgaria. It describes the REFUGE-ED Consortium and the main activities that will be implemented in the frame of […]

Read More… from REFUGE-ED will improve the academic performance, emotional well-being and social integration of refugee children

Interactive processes and practices contributing to the mental health of unaccompanied refugee children from Afghanistan

The article discusses the work carried out by a team of representatives from the REFUGE-ED project and the International Organization for Migration (IOM) with unaccompanied minors (UAMs) from Afghanistan. The children were accommodated in the Safety Zone, which caters to unaccompanied minors seeking international protection, at the Registration and Reception Center ‘Voenna Rampa’ of the […]

Read More… from Interactive processes and practices contributing to the mental health of unaccompanied refugee children from Afghanistan

Inclusivity, friendship and language learning: boosting collaboration in interactive groups

In linguistically diverse contexts, language learning and the building of quality relationships are key – and intertwined – educational goals. These aspects are particularly important in learning communities where the language of instruction may represent an additional language for most students. It is, therefore, essential to identify activities that promote quality interactions in the language […]

Read More… from Inclusivity, friendship and language learning: boosting collaboration in interactive groups

Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities

More than a decade after publications on Dialogic Literary Gatherings in indexed peer-review journals started, a systematic review that gathered the findings was necessary to provide further insight for future educational research, practice, and policymaking. The purpose of the present systematic review was to gather the existing evidence on the social, educational, and learning impact […]

Read More… from Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities

Dialogic popular education in Spain and its impact on society, educational and social theory, and European research.

Dialogic popular education developed by La Verneda-Sant Martí School for Adults in Spain, influenced by the work of Paulo Freire, has had a range of significant social and educational impacts. Starting with an emancipatory approach to eradicate oppression, this dialogic popular education resisted and has transformed aspects of the Spanish educational sphere despite ongoing hindrances […]

Read More… from Dialogic popular education in Spain and its impact on society, educational and social theory, and European research.

How Can the Roma Deal with the Health and Social Crisis Generated by the COVID-19 Pandemic? Inequalities

The Roma is the most excluded non-migrant ethnic minority in Europe, facing prejudice, intolerance, discrimination, and social exclusion in their daily lives. This has led to a huge gap in several social domains between the Roma and non-Roma created for centuries. The COVID-19 pandemic has only increased the social and health inequalities that the Roma […]

Read More… from How Can the Roma Deal with the Health and Social Crisis Generated by the COVID-19 Pandemic? Inequalities

School-based programs for supporting the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries: a scoping review

This article includes a scoping review of literature focused on school-based programs that aim to support the wellbeing of adolescent forced migrants residing in high-income countries. Through this review, an outline of existing programs is provided in addition to reflection on challenges faced and lessons learned from current intervention strategies.   […]

Read More… from School-based programs for supporting the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries: a scoping review

Interventions de santé mentale basées sur la communauté chez des enfants et des adolescents réfugiés dans des pays à revenu élevé

This systematic review evaluates community-based mental health interventions aimed at reducing mental health concerns for refugee children and adolescent who are living in high-income countries. This review includes many types of studies but specifically looks at the results from randomized control trials (RCTs). The effectiveness of the interventions is evaluated and the insight the review […]

Read More… from Interventions de santé mentale basées sur la communauté chez des enfants et des adolescents réfugiés dans des pays à revenu élevé

نقش مداخلات مبتنی بر جامعه در جهت بهبود سلامت روان در کودکان و نوجوانان پناهنده در کشورهای ثروتمند

This systematic review evaluates community-based mental health interventions aimed at reducing mental health concerns for refugee children and adolescent who are living in high-income countries. This review includes many types of studies but specifically looks at the results from randomized control trials (RCTs). The effectiveness of the interventions is evaluated and the insight the review […]

Read More… from نقش مداخلات مبتنی بر جامعه در جهت بهبود سلامت روان در کودکان و نوجوانان پناهنده در کشورهای ثروتمند

改善高收入国家难民儿童和青少年心理健康的社区干预措施

This systematic review evaluates community-based mental health interventions aimed at reducing mental health concerns for refugee children and adolescent who are living in high-income countries. This review includes many types of studies but specifically looks at the results from randomized control trials (RCTs). The effectiveness of the interventions is evaluated and the insight the review […]

Read More… from 改善高收入国家难民儿童和青少年心理健康的社区干预措施

De la Escuela Gueto a una Comunidad de Aprendizaje: Un Estudio de Caso sobre la Superación de la Pobreza a Través de una Educación de Éxito

this article focus on the results obtained in a case study located in one of the mostdisadvantaged areas of Europe, “La Milagrosa” neighbourhood (Albacete, Spain), and on the impact generated by the transformation of a school situated in this context into a Learning Community. The results of this study show that the Successful EducationalActions implemented […]

Read More… from De la Escuela Gueto a una Comunidad de Aprendizaje: Un Estudio de Caso sobre la Superación de la Pobreza a Través de una Educación de Éxito

Amistades,Creadoras

In the book you will find an understanding of why social transformations made from relationships of friendship, loyalty and solidarity are part of a chain of dialogues and events that, although past or present, inspire a better future. […]

Read More… from Amistades,Creadoras

Transferencia de las tertulias literarias dialógicas a instituciones penitenciarias

This study is one of the early steps in the committed continued recreation of the INCLUD-ED Integrated Project in new contexts. INCLUD-ED has the most resources at its command and the highest scientific classification of all the research into schooling being done under the European Commission’s Research Framework Programmes. The results indicate the potential of […]

Read More… from Transferencia de las tertulias literarias dialógicas a instituciones penitenciarias

Successful Educational Actions for Inclusion and Social Cohesion in Europe.

The aim of the research conducted by the INCLUD-ED project is to achieve both academic success and social cohesion for all children and communities in Europe, regardless of their socioeconomic status and/or ethnic background. The project analyzed the educational actions that lead to social inequality, with a particular focus on the actions that contribute to […]

Read More… from Successful Educational Actions for Inclusion and Social Cohesion in Europe.

Procesos dialógicos de planificación de los servicios sociales: el proceso de cambio en los barrios de La Milagrosa y La Estrella (Albacete)

the lack of tools suitable to aid the social transformation in the so called ghetto barrios favors the development of institutions and social services that do not meet the goals for which they were established. The barrios of La Milagrosa and La Estrella in Albacete illustrate a change in such regard. In those barrios has […]

Read More… from Procesos dialógicos de planificación de los servicios sociales: el proceso de cambio en los barrios de La Milagrosa y La Estrella (Albacete)

Comunidades de Aprendizaje

The article presents how is the transformation process of a school into a Learning Community. The transformation of schools into learning communities is one of the most solid starting points for the involvement of citizens in improving their neighbourhoods and towns that prevents for example, the segregation of public space use people of different cultures. […]

Read More… from Comunidades de Aprendizaje

School and Community-Based Interventions for Refugee and Asylum Seeking Children: A Systematic Review

This systematic review includes literature related to mental health interventions for refugee or asylum-seeking children that have been conducted in school or community settings, including refugee camps. The review outlines principles, quality and effectiveness of the interventions included. Key considerations for interventions are discussed. […]

Read More… from School and Community-Based Interventions for Refugee and Asylum Seeking Children: A Systematic Review

Second-Order Sexual Harassment: Violence Against the Silence Breakers Who Support the Victims

this article provides unprecedented clues about Second-Order Sexual Harassment. Working on safety strategies for individuals who support victims, promoting solidarity networks that also address SOSH, and ensuring that institutional policies are enforced are found to be central factors that can help prevent and/or transcend SOSH. […]

Read More… from Second-Order Sexual Harassment: Violence Against the Silence Breakers Who Support the Victims

A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth

This systematic literature review includes mental health interventions for refugee, asylum-seeking, or immigrants with war trauma children that have been conducted in school settings. The review classifies the interventions into three categories based on the intervention’s approach. Design features and intervention effects are discussed. […]

Read More… from A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth