Across the world, children are forced to leave their homes for far-flung destinations. This global phenomenon has particular impact in Europe, where there are now more child refugees than since World War II. Education plays an important role for children with extraordinary experiences seeking to build meaningful lives in their new context. This article offers a new theoretical approach to underpin reforms to educational policy and practice for refugees in schools in resettlement contexts in Europe. The new conceptual framing is grounded in empirical work in England and Sweden, and brings two theories together: ‘participatory parity’ (Fraser) and ‘resumption of an ordinary life’ (Kohli). Kohli’s concepts of ‘safety’, ‘belonging’ and ‘success’ have resonance with practitioners from Sweden and England as they work to meet the needs of their new arrivals. Fraser’s conceptual lenses of redistribution, recognition and representation highlight the barriers to achieving the right to inclusive education for refugee children in each context. The interdependence of both theories shapes a new framework. The theoretical understandings offered in this article have been developed with practitioners and add to the field by offering a robust moral and operational approach to shaping pedagogical principles for policymakers and educators working in resettlement communities.

中文翻译：

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难民教育的理论化政策和实践：英国和瑞典的“安全”、“归属”、“成功”和“参与式平等”的概念化

在世界各地，儿童被迫离开家园前往遥远的目的地。这种全球现象对欧洲产生了特别的影响，那里的儿童难民人数比二战以来还要多。教育对于拥有非凡经历的儿童来说起着重要的作用，他们希望在新的环境中建立有意义的生活。本文提供了一种新的理论方法，以支持欧洲重新安置背景下学校难民的教育政策和实践改革。新的概念框架以英国和瑞典的实证研究为基础，将两种理论结合在一起：“参与性平等”（Fraser）和“恢复正常生活”（Kohli）。Kohli 的“安全”概念，“归属感”和“成功”与来自瑞典和英国的从业者产生共鸣，因为他们努力满足新来者的需求。弗雷泽关于重新分配、认可和代表的概念性镜头突出了在每种情况下难民儿童实现包容性教育权利的障碍。两种理论的相互依存形成了一个新的框架。本文提供的理论理解是与从业者一起发展的，并通过提供稳健的道德和操作方法来为在移民社区工作的政策制定者和教育者制定教学原则，从而为该领域增添了新的内容。两种理论的相互依存形成了一个新的框架。本文提供的理论理解是与从业者一起发展的，并通过提供稳健的道德和操作方法来为在移民社区工作的政策制定者和教育者制定教学原则，从而为该领域增添了新的内容。两种理论的相互依存形成了一个新的框架。本文提供的理论理解是与从业者一起发展的，并通过提供稳健的道德和操作方法来为在移民社区工作的政策制定者和教育者制定教学原则，从而为该领域增添了新的内容。