ABSTRACT This essay explores the civic education of refugees within the context of a radical global policy shift to include refugees in national education systems. I argue that this shift has promoted structural inclusion of refugees in national schooling but has not adequately engaged with the relational processes of inclusion. I explore two central dilemmas for civic education in this context: the dilemma of nation-state-centric curriculum and national narratives that do not include refugees; and the dilemma of marginalisation of refugees within national education systems and limited spaces for refugees to imagine or enact civic behaviours. I examine these dilemmas through a synthesis of existing literature, both historical and contemporary, that addresses civic dimensions of the educational experiences of refugee children while also drawing on my original research with refugee children and in refugee-hosting schools and from interviews with national and global actors. I conclude with reflections on the implications of these dilemmas for future research to inform school-based practices in refugee education.

中文翻译：

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公民教育和难民教育

摘要 本文探讨了在将难民纳入国家教育系统的激进全球政策转变背景下的难民公民教育。我认为这种转变促进了难民在国家学校教育中的结构性包容，但没有充分参与包容的关系过程。在此背景下，我探讨了公民教育的两个核心困境：以民族国家为中心的课程和不包括难民的民族叙事的困境；以及难民在国家教育系统中被边缘化的困境以及难民想象或制定公民行为的空间有限。我通过综合现有的历史和当代文献来审视这些困境，这涉及难民儿童教育经历的公民层面，同时也借鉴了我对难民儿童和难民收容学校的原始研究以及对国家和全球行为者的采访。最后，我反思了这些困境对未来研究的影响，以便为难民教育中的学校实践提供信息。