ABSTRACT

Support for immigrant children, and in particular those who have fled conflict, is crucial for facilitating integration into a new life. The school environment is a key space for providing psychosocial support to mitigate the impact of the displacement experience and for promoting successful settlement outcomes. This study considers the historical context which sees Chile adding, to considerable Latin American immigration, selected cohorts of humanitarian refugees from the other side of the world, in this case, Farid, a boy from Baghdad’s Palestinian community who arrived with his family in Chile after living two years in the Al-Tanf camp. Based on a qualitative approach, including three ninety-minute interviews, the study considers Farid’s pre-, peri- and post-immigration experiences, paying special attention to instances and processes of integration and exclusion in the Chilean school context. The research contributes to understanding the refugee experience in a country broadly unfamiliar with the reception of highly vulnerable people from markedly different cultures. Ultimately, the inclusion of refugees is a challenge and an opportunity for an education system and a society connecting ever more intricately with the wider world.

摘要

对移民儿童，特别是那些逃离冲突的移民儿童的支持对于促进他们融入新生活至关重要。学校环境是提供社会心理支持以减轻流离失所经历影响和促进成功安置结果的关键空间。这项研究考虑了这样的历史背景：智利在相当多的拉丁美洲移民中增加了来自世界另一端的精选人道主义难民群体，在本例中，法里德是一名来自巴格达巴勒斯坦社区的男孩，他与家人一起抵达智利。在 Al-Tanf 营地生活了两年。该研究基于定性方法，包括三个九十分钟的访谈，考虑了法里德移民前、移民期间和移民后的经历，特别关注智利学校中融合和排斥的实例和过程。这项研究有助于了解难民在一个普遍不熟悉接收来自截然不同文化的高度弱势人群的国家的经历。最终，难民的融入对于教育系统和与更广阔的世界更加紧密联系的社会来说既是挑战也是机遇。