European Journal of Inclusive Education

European Journal of Inclusive Education https://tidsskrift.dk/ejie The European Journal of Inclusive Education is the official journal of the Inclusive Education Network, founded in 1996 and affiliated to the <a href="https://eera-ecer.de" target="_blank" rel="noopener">EERA European Educational Research Association</a>. The European Journal of Inclusive Education provides an open-access forum for the exploration of issues associated with inclusive education across the age-range. Its focus is international and multi-disciplinary. It seeks studies that explore the ways in which our education systems impact upon the experience of a broad range of learners. We are interested in articles that are relevant to a wide audience and that contribute to discussions within the pages of this journal. We encourage studies approaching learners from a diversity perspective (rather than categorical view of learners). Finally, we aim to favour interdisciplinary and intersectional connections with research on diversity in education and, more broadly, in the social sciences area. Scope The journal is interested in promoting critical analysis of policy and practice that has relevance to a global audience. Since policy and practice of inclusive education are context-dependent, we are also interested in locally situated studies of inclusive education, which could be conceptually and/or methodologically generalisable. Each issue will primarily include research reports, but will also include theoretical contributions and methodological discussions. We also welcome creative and imaginative ways to explore and represent issues of inclusion. We will consider studies across a broad range of topics, including pedagogy, curriculum, assessment, policy, organisational processes, educational experiences and relationships. Peer Review Policy All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Publication costs Publishing in EJIE requires no article processing charges (APC) or other publication fees (e.g. article submission charges). Publishing is free of costs. Publication frequency Issues (online): bi-annually (January, July). Why publishing on the European Journal of Inclusive Education? EJIE is - open-access; - peer-reviewed; - initiated and run by representatives of the research community; - non-profit; - open for multidisciplinary perspectives on inclusive education. en-US This journal is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a> (<a href="http://creativecommons.org/licenses/by-nc-nd/3.0/legalcode">full legal code</a>). eeranw04@gmail.com (Prof. Fabio Dovigo Editor-in-Chief) eeranw04@gmail.com (Dejana Mutavdžin) Sat, 22 Feb 2025 00:00:00 +0100 OJS 3.3.0.13 http://blogs.law.harvard.edu/tech/rss 60 Educational Hospitality at the Intersection of Forced Migration and Disability: Listening to the Voices of Ukrainian Refugee Children with Disabilities living in Germany https://tidsskrift.dk/ejie/article/view/149584 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. Marketa Bacakova Copyright (c) 2025 Marketa Bacakova https://creativecommons.org/licenses/by/4.0 https://tidsskrift.dk/ejie/article/view/149584 Sun, 30 Mar 2025 00:00:00 +0100 Metaphors of inclusive education https://tidsskrift.dk/ejie/article/view/152381 This paper examines metaphorical frameworks employed at the 2024 International Conference on Perspectives and Practices of Inclusive Education in Kathmandu, Nepal. Drawing on observations from keynote addresses, conference papers, panel discussions and informal conversations during the two-day conference, the paper reflects on the dominant metaphors present in the discourse of inclusive education in the Global South. Metaphors are fundamental tools through which humans make sense of complex realities, operating far beyond mere linguistic decoration to shape our understanding and potentially guide our actions. For those working in inclusive education, recognizing and analyzing these metaphorical frameworks is crucial because they may subtly influence how we conceptualize challenges, develop solutions, and implement policies. Various metaphorical frames emerged through the discussions, including BUILDING (emphasizing collaborative construction), ECONOMY (focusing on investment and costs), WAR (highlighting challenges), and SPORTS (illustrating fairness issues). On the whole, however, the JOURNEY metaphor dominated across all discourse types, consistently appearing in various forms when discussing policy implementation, educational progress, and/or change towards more inclusive and equitable education. Conference delegates thus triggered a rich image schema involving multifaceted networks of related images and concepts, which are unpacked and examined in the paper. Susan Nacey Copyright (c) 2025 Susan Nacey https://creativecommons.org/licenses/by/4.0 https://tidsskrift.dk/ejie/article/view/152381 Sun, 04 May 2025 00:00:00 +0200 Preparedness of Bhutanese Higher Education Institutions for Inclusive Education: An Exploratory Study https://tidsskrift.dk/ejie/article/view/149699 This study explored the preparedness of Higher Education Institutions (HEIs) in Bhutan for inclusive education, focusing on current culture, practices, and policies related to inclusion. Using an explanatory sequential mixed-methods approach guided by pragmatism, the study employed stratified random sampling to select participants, including academics, support staff, and students from nine constituent colleges and two affiliated colleges of the Royal University of Bhutan (RUB), as well as stakeholders and parents. Findings were analysed across six themes: understanding of inclusive education, perceptions of student inclusion, institutional policies, infrastructure, and academic preparedness. The study revealed that HEIs in Bhutan are insufficiently prepared for the inclusion of students with disabilities, with inadequate infrastructure and physical environments. Although the 2010 Tertiary Education Policy includes provisions for inclusion, it lacks specific guidelines on admission, pedagogy, and infrastructure. The study recommends developing guidelines for students with disabilities in HEIs, reviewing admission criteria, fostering collaboration between Royal University of Bhutan and the Ministry of Education and Skills Development (MoESD), enhancing faculty training, building accessible facilities, and conducting advocacy programs to promote greater inclusivity. Keywords: Preparedness, equality, inclusive policies, inclusive culture, inclusive infrastructures, higher educational institutions. Ramesh Kumar Chhetri Copyright (c) 2025 Ramesh Kumar Chhetri https://creativecommons.org/licenses/by/4.0 https://tidsskrift.dk/ejie/article/view/149699 Sat, 22 Feb 2025 00:00:00 +0100