Educational Hospitality at the Intersection of Forced Migration and Disability: Listening to the Voices of Ukrainian Refugee Children with Disabilities living in Germany

Abstract

CONTEXT: As the global population of forcibly displaced individuals surpasses 110 million, nearly 40% are children, with many living with disabilities. The intersection of forced migration and disability often results in compounded experiences of exclusion and marginalization, particularly in educational settings. This issue has also been pronounced for Ukrainian refugee children with disabilities, whose unique needs are often overlooked. Existing literature has largely focused on either refugees or individuals with disabilities, neglecting the overlapping challenges faced by those who belong to both groups. This article addresses the gap by investigating the educational experiences of Ukrainian refugee children with disabilities in Germany, exploring how these children navigate education in the context of forced migration and disability.

APPROACH: The study is part of a broader mixed-methods research project that explores the educational trajectories and aspirations of Ukrainian refugee children with disabilities and their families. Five qualitative interviews were conducted with Ukrainian children aged 10 to 13, who are attending both mainstream and special schools in Germany. Using an inductive coding approach, the study analysed the children’s experiences and aspirations, with attention to their past and present educational contexts, as well as their dreams for the future.

FINDINGS: Two key themes emerged: ‘seeking recognition’ and ‘epistemic ignorance.’ The theme of ‘seeking recognition’ reflects the children’s desire to be seen and understood in their uniqueness, often confronting educational systems that fail to recognize their distinct needs and capabilities. Children reported feelings of injustice and exclusion when their achievements and identities were disregarded, particularly in relation to educational placement and discipline. ‘Epistemic ignorance’ highlights how educational institutions often overlook the knowledge and epistemic contributions refugee children with disabilities bring with them, focusing instead on perceived deficits. The children expressed frustration due to assumptions about their abilities, which resulted in a sense of disconnection and failure.

CONCLUSION: The study calls for an ethical and inclusive response to the educational needs of refugee children with disabilities, drawing on Levinas’ concept of the infinite responsibility for the Other. Addressing the intersectional challenges these children face requires educational systems to recognize their unique knowledge and experiences, offering what is termed ‘educational hospitality.’ This approach fosters inclusivity by respecting the distinct epistemes of refugee children with disabilities and ensuring they are truly seen and valued within their host educational systems.