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07 SES 01 B: Responding to Diversity in Schools: Professional, Institutional and Research Perspectives
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07. Social Justice and Intercultural Education
Paper Increasing Diversity in Finnish Schools: The Need for Cultural Humility Among Subject Teachers University of Eastern Finland, Finland Presenting Author:Schools in Finland are becoming increasingly diverse in terms of students’ cultural, ethnic and linguistic backgrounds. At the same time, 98.4 percent of teachers working in early childhood education, basic education and general upper secondary education come from families in which both parents were born in Finland (Kosunen et al., in press). Hence, there is a growing need to pay attention to the emerging mismatch between teachers’ and students’ backgrounds to ensure that all students, regardless of their backgrounds, have equal access to educational opportunities and safe learning environments. In this study, subject teachers’ perceptions of diversity are examined through the concept of cultural humility. The concept of cultural humility was originally developed in medical education, as there was a growing need to raise medical staff’s awareness of patients’ diverse cultural backgrounds and the asymmetrical power relations between professionals and patients (Tervalon & Murray-García, 1998). The aim was to distinguish cultural humility from cultural competence, which refers to the acquisition of superficial and stereotypical knowledge about other cultures, and to stress the importance of medical professionals’ lifelong commitment to self-evaluation and critique (Tervalon & Murray-García, 1998). Since then, cultural humility has gained ground in other fields, such as teaching and teacher education. These studies have focused on, for example, teachers’ and teacher-students’ abilities to cope with diversity in schools and to recognise their own biases, prejudices and stereotypical assumptions about other cultures (Cervantes & Clark, 2020; Heikkola et al., 2025; Obery et al., 2024; Tinkler & Tinkler, 2016; Yoo, 2021). Cultural humility holds that teachers must acknowledge the limitations of their cultural knowledge and be willing to interact with students and families from other cultural backgrounds in a respectful and humble manner (Cervantes & Clark, 2020). Practicing cultural humility is a lifelong process (Foronda et al., 2016; Tervalon & Murray-García, 1998). It requires constant reflection from teachers, including awareness of one’s own background, stereotypical perceptions and privileges, as well as power imbalances in society (Obery et al., 2024; Tinkler & Tinkler, 2016). Cultural humility may have many positive implications for socially just teaching and inclusive classrooms, as it has the potential to, for example, strengthen trust between teachers and students, promote student participation, make visible the skills and potential students possess and facilitate collaboration and respectful encounters with families (Cervantes & Clark, 2020; Foronda et al., 2016; Obery et al., 2024; Yoo, 2021). When a teacher is committed to cultural humility, it may also serve as a tool to challenge racism and support antiracist work in and outside the classroom (Curtiss & Perry, 2024). Cultural humility enables taking a close look at the processes teachers may go through in changing societies and schools and, more precisely, to capture variations in teachers’ work contexts when working with students from diverse cultural, ethnic and linguistic backgrounds. This is highly topical both in Finland and internationally. The 49 teachers who were interviewed for this study live in different parts of Finland, both urban and rural, and work in lower secondary and general upper secondary schools. There is much variation across the country in the extent to which teachers encounter students from different cultural, ethnic and linguistic backgrounds in their daily work. At the same time, the teachers’ accounts of diversity are intertwined with changes occurring in society, such as increasing migration and inequalities between social groups. Consequently, the research questions are: 1) How do subject teachers describe their current work, their students and possible changes in these areas? 2) How is cultural humility, or lack thereof, embedded in the teachers’ accounts? 3) How can cultural humility contribute to socially just education? Methodology, Methods, Research Instruments or Sources Used The data comprise interviews with 49 subject teachers who worked in lower secondary schools (students aged 13–16) and general upper secondary schools (students aged 16–19) in different parts of Finland. The interviews were conducted as part of a larger research project that aimed to explore teachers’ work and career paths and the segregation of the teaching profession in Finland. The teachers were recruited for the interviews through a survey that they had initially completed. In total, 2,852 teachers across Finland responded to the survey, and those willing to be interviewed were asked to provide contact information. In the end, 244 teachers from early childhood education, basic education and general upper secondary education participated in the interviews, which took place online using Zoom in 2022–2023. The interviews were carried out by several researchers. In the interviews, the teachers were asked, for example, about their experiences in teacher education, qualifications, career paths, current teaching duties and school environment and future aspirations. They were also asked to describe the backgrounds of their students and their families and the surrounding neighbourhoods of their schools. The teachers were not directly asked about themes such as ethnicity, multiculturalism or migration; however, there was a question concerning students’ linguistic backgrounds and how these become visible in teachers’ daily work. The 49 interviews analysed for this study lasted approximately 60–90 minutes. They were transcribed verbatim and uploaded to Atlas.ti software. First, there were two rounds of coding. As the analysis proceeded, the principles of thematic analysis (e.g. Kogen, 2024) and thinking with theory in qualitative research (Jackson & Mazzei, 2013) were followed. The codes were organised under broader themes, after which three categories were constructed. They represented the contexts in which the teachers worked at the time of the interviews. Thematically, these categories included locality (the geographical contexts of schools), the student body (students’ cultural, ethnic and linguistic backgrounds) and the changing societal context (for example, the increasing number of students who had escaped from the war in Ukraine). The final step was to re-read the data through the lens of cultural humility and reorganise the themes into three categories: 1) teachers who encounter little or no cultural, ethnic or linguistic diversity in their work, 2) societal changes that increase diversity in schools and shape teachers’ daily work and 3) teachers working in diverse schools. Conclusions, Expected Outcomes or Findings The findings of this study indicate that many teachers in Finnish schools are still in the early stages of developing cultural humility (see also Heikkola et al., 2025). Based on the teachers’ accounts, there are schools with essentially no cultural, linguistic or ethnic diversity, even though there may be diversity related to, for example, traditional cultural minorities in Finland or students’ social backgrounds. However, this perceived lack of diversity suggests that, from the teachers’ perspectives, there is no urgent need for them to critically reflect on their own privileged positions, (mis)conceptions and stereotypes or on the existing (unjust) power structures. Teachers whose work changes rapidly or unexpectedly—for example, those who suddenly have an increasing number of students who are still learning Finnish and need more support in their studies—do not necessarily have the tools or willingness to cope with the new situation. This aspect may result in teachers changing jobs or seeing diversity as a threat to meaningful work. Some teachers may even perceive diversity as something that violates native students’ rights to high-quality teaching. Moreover, cultural humility must extend to an institutional level, which requires that school leaders and other professionals in schools also begin engaging in critical reflection about how to promote a culturally humble and socially just school community (see also Coronel & Gómez-Hurtado, 2015). When diversity is, after decades of research and discussion, perceived more as a challenge than a source of richness in Finnish schools, the question posed nearly twenty years ago by the Finnish scholar Mirja-Tytti Talib (2006, p. 139) remains highly topical: ‘Why is it so hard to encounter diversity?’ References Cervantes, C. M. & Clark, L. (2020). Cultural humility in Physical Education teacher education: A missing piece in developing a new generation of socially just Physical Education teachers. Quest, 72(1), 57–71. Coronel, J. M., & Gómez-Hurtado, I. (2015). Nothing to do with me! Teachers’ perceptions on cultural diversity in Spanish secondary schools. Teachers and Teaching, 21(4), 400–420. Curtiss, A. L. & Perry, S. C. (2024). Cultural humility in youth work: A duoethnography on anti-racist, anti-ableist practice. International Journal of Qualitative Studies in Education, 37(4), 1077–1092. Foronda, C., Baptiste, D-L., Reinholdt, M. M. & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27(3), 210–217. Heikkola, L. M., Maijala, M., Merijärvi, S., Laine, P., & Mutta, M. (2025). Finnish pre-service language teachers’ understanding of culture: From cultural humility to social justice. European Journal of Applied Linguistics, 13(2), 332–359. Jackson, A. Y., & Mazzei, L. A. (2013). Plugging one text into another: Thinking with theory in qualitative research. Qualitative Inquiry, 19(4), 261–271. Kogen, L. (2024). Qualitative thematic analysis of transcripts in social change research: Reflections on common misconceptions and recommendations for reporting results. International Journal of Qualitative Methods, 23, 1–11. Kosunen, S., Saariluoma, L., Juvonen, S., & Huilla, H. (in press). Opettajakunnan alueellinen eriytyminen ja kelpoisuuden merkitys työssä. Kasvatus. Obery, A., Lawless, K., Lawless, T. & Kaviani, K. (2024). Listening to how preservice teachers will teach about Indigenous Culture: The need for cultural humility. Multicultural Perspectives, 26(3), 164–176. Talib, M.-T. (2006). Why is it so hard to encounter diversity? In M.-T. Talib (Ed.), Diversity: A Challenge for Educators (pp. 139–156). Finnish Educational Research Association. Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117–125. Tinkler, A. S. & Tinker, B. (2016). Enhancing cultural humility through critical service-learning in teacher preparation. Multicultural Perspectives, 18(4), 192–201. Yoo, H. (2021). Cultural humility and intercultural contexts of music education. Music Educators Journal, 108(2), 36–43. 07. Social Justice and Intercultural Education
Paper Do Emotional Skills Pay Off Equally at School? Investigating the Moderating Role of Language Profiles in Linguistically Diverse Classrooms KU Leuven, Belgium Presenting Author:Emotional competence (EC)—children’s ability to experience, express, regulate and understand emotions in themselves and others (Denham, 2019) is increasingly positioned as a key resource for children’s functioning at school. Research suggests that emotionally competent children are more likely to build supportive relationships with teachers and peers, to feel accepted and included, and to experience a stronger sense of school belonging (Allen et al., 2017). School belonging, in turn, is linked to a range of academic and psychosocial outcomes (Korpershoek et al., 2020). Beyond relational benefits, EC may also support learning by enabling children to cope with stress and emotional demands in the classroom, thereby freeing cognitive resources for academic engagement and performance (Oberle & Schonert-Reichl, 2017). However, it remains insufficiently understood whether the link between EC and school outcomes is equally strong across all groups of children. This question is particularly relevant in majority-dominant educational contexts that are becoming increasingly ethnoculturally and linguistically diverse. Multilingual minoritized pupils often navigate multiple emotion languages and emotion cultures, which may shape the ways in which emotions are experienced, expressed, and valued (Mesquita, 2022). Importantly, the emotional norms embedded in schools are not universal; rather, they are culturally situated and may align more strongly with majority emotion norms (De Leersnyder et al., 2021). This raises the possibility that children who are socialized in different emotion cultures may experience a mismatch between home and school contexts, potentially affecting how their emotional functioning translates into school belonging and achievement. At the same time, multilingualism may also provide emotional advantages. Prior research indicates that multilingual children, particularly those who are proficient in multiple languages, can show strengths in emotion understanding (Dekeyser et al., 2024). From this perspective, multilingualism may expand children’s emotional repertoire by offering access to multiple emotion vocabularies and emotion concepts, which could facilitate nuanced emotional processing in school contexts. Yet multilingual pupils are not a homogeneous group. The complementarity principle highlights that multilingual children’s proficiency differs across languages depending on exposure, use, and communicative needs (Grosjean, 2010). This is especially relevant for emotional language proficiency: children may know emotion words and express emotions more easily in one language than another, and may differ in their ability to navigate culturally shaped emotion meanings (Dewaele, 2016). Building on these insights, this study investigates how multiple dimensions of emotional functioning relate to school outcomes and whether these associations differ across children’s language profiles. We focus on three EC dimensions—emotion understanding, emotion expression, and emotion regulation—because these components may be differentially relevant for school belonging and achievement. We ask: (1) How are school belonging and math achievement related to these EC dimensions? (2) Do these associations vary across distinct language proficiency profiles? (3) Are the patterns consistent across EC dimensions? Methodology, Methods, Research Instruments or Sources Used We use survey data from the JEZ! to Emotions project, collected in 18 elementary schools across four diverse Flemish cities (Belgium). All pupils in fourth, fifth, and sixth grade (aged 9–12) were surveyed. The total sample comprises approximately N≈1610 children, of whom about 73% are multilingual. Data are collected via an online questionnaire administered during class time. Emotional functioning is operationalized through multiple dimensions aligned with established conceptualizations of EC (Denham, 2019): emotion understanding (e.g., emotion knowledge), emotion expression (e.g., not hiding emotions), and emotion regulation (e.g., task-focused and people-focused tuning of emotions; impact of others). School belonging is assessed as pupils’ perceived acceptance, inclusion, and support at school (Goodenow, 1993). Math achievement was measured via a standardized math test (Dudal & Deloof, 2004). To capture heterogeneity in multilingual pupils’ linguistic repertoires, we construct language proficiency profiles based on self-reported general language proficiency (speaking and understanding) in Dutch and the home language, complemented by emotional language proficiency (i.e., the language(s) in which children can best express specific emotions). While preliminary analyses used a two-step cluster analysis approach, the present ECER submission will employ latent class analysis to identify proficiency profiles in a model-based manner and to improve handling of classification uncertainty. Monolingual pupils will be included as a separate comparison group. Next, we test associations between EC dimensions and school outcomes using multilevel structural equation modeling (MSEM), accounting for clustering at the classroom level. To examine moderation by language proficiency profiles, we estimate interaction effects between EC dimensions and profile membership (or use multi-group MSEM depending on model fit and interpretability). Models control for key covariates, including sex and generational status. Conclusions, Expected Outcomes or Findings Preliminary results suggest that emotional functioning is positively associated with school belonging for both multilingual and monolingual pupils. Specifically, indicators related to emotion understanding and aspects of emotion regulation show robust positive links with belonging, whereas some components appear less consequential. In line with this, effects are weaker or non-significant for certain regulation facets (e.g., people-focused tuning of emotions), and for some measures capturing interpersonal sensitivity (e.g., impact of others). Importantly, the strength of these associations appears to vary across multilingual subgroups. Preliminary moderation patterns indicate that the protective role of emotional competence for school belonging may be stronger for specific language profiles than for others, highlighting meaningful heterogeneity within multilingual pupils. This supports the premise that multilingualism is not a uniform condition and that both general and emotional language proficiency may shape how emotional competencies translate into school adjustment. For the ECER submission, we will replicate and refine these findings by employing latent class analysis instead of cluster analysis. In addition, we extend the outcome space beyond school belonging by including math achievement, to evaluate whether emotional functioning and language profile interactions are similarly relevant for academic performance. Overall, our findings underline that emotional competence is generally beneficial for children’s school belonging, yet its role is not identical across all children. The results emphasize the need for a nuanced understanding of emotional competence in culturally and linguistically diverse classrooms, and point to emotional competence as a potential protective factor—particularly for certain groups of multilingual minoritized pupils. References Allen, K., Vella-Brodrick, D., & Waters, L. (2017). School Belonging and the Role of Social and Emotional Competencies in Fostering an Adolescent’s Sense of Connectedness to Their School. In Social and Emotional Learning in Australia and the Asia-Pacific (pp. 83–99). https://doi.org/10.1007/978-981-10-3394-0_5 De Leersnyder, J., Mesquita, B., & Boiger, M. (2021). What has culture got to do with emotions? (A lot). In M. J. Gelfand, C.-y. Chiu, & Y.-y. Hong (Eds.), Handbook of advances in culture and psychology (pp. 62–119). Oxford University Press. https://doi.org/https://doi.org/10.1093/oso/9780190079741.003.0002 Dekeyser, G. N. M., Dewaele, J.-M., & De Leersnyder, J. (2024). Do bilinguals have an emotional advantage? An exploratory study on the interplay of language, culture and emotion. Language, Culture and Curriculum, 1–17. https://doi.org/10.1080/07908318.2024.2424966 Denham, S. A. (2019). Emotional Competence During Childhood and Adolescence. In V. LoBue, K. Pérez-Edgar, & K. A. Buss (Eds.), Handbook of Emotional Development (pp. 493–541). Springer. https://doi.org/10.1007/978-3-030-17332-6_20 Dewaele, J.-M. (2016). Multi-competence and emotion. In L. Wei & V. Cook (Eds.), The Cambridge Handbook of Linguistic Multi-competence (pp. 461–477). Cambridge University Press. https://doi.org/10.1017/cbo9781107425965.022 Grosjean, F. (2010). Bilingual. Life and Reality. Harvard University Press. Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review. Research Papers in Education, 35(6), 641–680. https://doi.org/10.1080/02671522.2019.1615116 Mesquita, B. (2022). Between Us: How Culture Creates Emotions. WW Norton & Company. Oberle, E., & Schonert-Reichl, K. A. (2017). Social and Emotional Learning: Recent Research and Practical Strategies for Promoting Children’s Social and Emotional Competence in Schools. In J. L. Matson (Ed.), Handbook of Social Behavior and Skills in Children (pp. 175–197). Springer. https://doi.org/10.1007/978-3-319-64592-6_11 07. Social Justice and Intercultural Education
Paper New Institutional Inclusions and Exclusions: Continuities and Fractures in Schools’ Perceptions and Responses to Refugee Migration from Ukraine 1: Otto-von-Guericke-University Magdeburg, Germany; 2: Leuphana University Lüneburg, Germany Presenting Author:Migration processes and refugee movements in Europe are often a consequence of global social and political fractures and upheavals, in which the European Union is becoming increasingly embroiled. At the same time, these dynamics potentially challenge established bodies of knowledge, professional practices, and institutional routines within education systems in Europe and may themselves produce fractures in established ways of knowing and doing. Against this backdrop, this paper examines continuities and fractures in how professionals and schools address newly arrived students in the context of the current refugee migration from Ukraine, and the knowledge they draw on. Although refugee migration itself is not a new phenomenon in Europe, the arrival of refugee students from Ukraine following the Russian invasion in 2022 caught many European education systems unprepared. As a consequence, schools partly drew on contested practices of separation (Kemper et al. 2022) that exist since the 1970s and were reactivated during earlier refugee movements, particularly in the mid-2010s (Karakayali et al. 2017; Terhart/von Dewitz 2018). However, refugee migration from Ukraine is subject to specific legal regulations and political discourses that differ from those regarding previous refugee movements (Council Implementing Decision 2022, European Commission 2022; KMK 2022). Moreover, schools are increasingly challenged by multiple societal and institutional fractures, including digitalisation, the post-pandemic situation, heightened mental health concerns among students, and a shortage of educational professionals. Against this backdrop, the paper explores the extent to which professional knowledge repertoires and established institutional practices in response to forced migration from Ukraine, as well as images of ‚the migrant other‘ (Castro Varela/Mecheril 2010), are challenged, fractured, reconfigured, or stabilised. Based on qualitative interview analyses with school teachers, principals, and school social workers in secondary schools in Germany, we focus on ways of knowing (and not knowing) that may be associated with new patterns of institutional (Gomolla/Radtke 2009) and symbolic inclusion and exclusion of newly arrived ‘refugee students’. Drawing on practice theory (Reckwitz 2003; Berdelmann et al. 2019) and knowledge-sociological perspectives, the paper focuses on professional knowledge repertoires and institutional practices of (re-)establishing institutional and symbolic boundaries. From this perspective, school practices are understood to be both contingent and dynamic, and shaped by implicit, historically embedded knowledge repertoires (Reichertz 2007), as well as contemporary socio-political discourses. The paper addresses the following questions:
By analysing the continuities and fractures within school practices and professional knowledge repertoires, this paper sheds light on the (re-)production of new and existing forms of inclusion and exclusion of newly arrived students. It also reflects on the challenges posed to schools and educational research by the normalisation of racist and populist knowledge and anti-migration discourses in Europe. Methodology, Methods, Research Instruments or Sources Used The study’s qualitative research design combines guided interviews and document analysis. Empirically, it is based on 40 guided interviews conducted in 19 public secondary schools in two German federal states (Saxony-Anhalt and Rhineland-Palatinate). All of the participating schools had enrolled children and young people from Ukraine in the 2022/23 school year. The interviews aimed to elicit descriptions of current school practices in response to the forced migration from Ukraine, as well as reflections on perceived changes and/or continuities compared to schools’ previous responses to refugee movements (Karakaşoğlu 2024). Due to the fragmented nature of the German secondary school system, the sample includes different school types, including community/comprehensive schools and grammar schools. Historically, the latter have largely been exempt from accommodating newly arrived migrant students. To capture a range of professional perspectives, interviews were conducted with school principals, teachers in regular and reception classes, German-as-a-second-language teachers, and school social workers. This multi-perspectival approach is based on the assumption that interpretations of forced migration and practices of accommodating refugee students may vary according to professional position (tom Diek/Rosen 2023). To contextualise school practices within their political and legal framework, the interview data were complemented by an analysis of selected policy documents, including regulations and directives issued by the educational authorities of the two federal states. The data analysis followed a multi-stage coding process, based on the coding paradigm of Grounded Theory methodology (Strauss/Corbin 1990). First, dominant themes and organisational and pedagogical practices related to current refugee migration were identified. Subsequently, a selection of contrasting interview sequences was analysed in depth. This analysis focused on both narrated organisational and pedagogical practices, and the actors' reflective engagement with these practices within the interview situation. The reconstructed professional and institutional knowledge on forced migration was conceptualised as emerging from the shared experiential space of individual schools (Helsper 2008), the ‘conjunctive experiential space’ of professional milieus (Mannheim 1980), and from biographical experiences and professionalisation processes. Conclusions, Expected Outcomes or Findings The analysis reveals three key findings. First, in the context of war-related migration from Ukraine, new ways of knowing and differentiating have partially emerged in schools. These are associated with specific narratives about ‘Ukrainian students’ and natio-ethno-cultural distinctions (Castro Varela/Mecheril 2010), based on the students and their families’ ‘national origin’. For instance, Ukrainian parents are portrayed as being highly ambitious with regard to their children’s education careers, while Ukrainian students are simultaneously characterised as being unmotivated due to their presumed intention to return to Ukraine. These attributions are closely linked to how well students and parents adapt to or disrupt established school routines and expectations. Second, some distinctions articulated by educational professionals are closely intertwined with institutional differentiation practices introduced by school authorities. Such practices include specific (and contingent) organisational arrangements and regulations for newly arrived students. These are not only implemented, but also critically reflected upon and, in some cases, contested by the interviewees. This highlights the ambivalence of professional knowledge and practice, as institutional requirements are both reproduced and questioned in everyday work. Third, the findings suggest that narratives relating to ‘unjustified privileges’ and the exploitation of the welfare state, which are widespread in populist movements and have become normalised in European migration discourse, also influence school practices and professional attitudes towards refugee students and their families. While these broader societal discourses are adopted, adapted and sometimes resisted within schools, they nevertheless contribute to processes of symbolic inclusion and exclusion. Beyond their empirical implications, the findings raise questions regarding the role and accountability of educational researchers in the production of empirical knowledge. In a society that has normalised racist and exclusionary forms of knowledge in the context of (forced) migration, there is a particular need for critical reflection on how such knowledge is generated, interpreted, and utilised. References Berdelmann, K./Fritzsche, B./Rabenstein, K./Scholz, J. (2019): Praxeologie in der Bildungsforschung. Ein Umriss historischer und gegenwartsbezogener Forschungsperspektiven. In: Berdelmann, K./Fritzsche, B./Rabenstein, K./Scholz,, J. (eds.): Transformationen von Schule, Unterricht und Profession. Erträge praxistheoretischer Forschung. Wiesbaden: Springer, pp. 1–27. Council Implementing Decision (EU) 2022/382. Available at: https://www.europeansources.info/record/council-implementing-decision-eu-2022-382-establishing-the-existence-of-a-mass-influx-of-displaced-persons-from-ukraine-within-the-meaning-of-article-5-of-directive-2001-55-ec-and-having-the-effect/ (accessed 20.1.2026). Castro Varela, M./Mecheril, P. (2010): Grenze und Bewegung. Migrationswissenschaftliche Klärungen. In: Mecheril, P./Castro Varela, M./Dirim, I./Kalpaka, A./Melter, C.: Migrationspädagogik. Weinheim, pp. 23–42. European Commission (2022): Supporting refugee learners from Ukraine in schools in Europe. Eurydice report. Available at: https://eurydice.eacea.ec.europa.eu/publications/supporting-refugee-learners-ukraine-schools-europe-2022 (accessed 20.1.2026). Gomolla, M./Radtke, F.-O. (2009): Institutionelle Diskriminierung. Die Herstellung ethnischer Differenz in der Schule. Wiesbaden. Helsper, W. (2008): Schulkulturen - die Schule als symbolische Sinnordnung. In: Zeitschrift für Pädagogik 54(1), pp. 63–80. Kemper R./Bradt L./Keygnaert I. et al. (2022): Separating newcomers: Pragmatism or ideology? Schools’ responses to newly arrived migrants in Flanders. In: International Journal of Inclusive Education 26(6), pp. 622–641. Karakayalı J./zur Nieden B./Gross S. et al. (2017): Die Beschulung neu zugewanderter und geflüchteter Kinder in Berlin. Praxis und Herausforderungen. Berlin: Berliner Institut für empirische Integrations- und Migrationsforschung (BIM). Karakaşoğlu, Y. (2024): Migration. Von der Krisendiagnose zum Transformationsanlass für das Bildungssystem. In: Zeitschrift für Pädagogik, 1, pp. 38–48. Kultusministerkonferenz (KMK) (2022) Beschulung der schutzsuchenden Kinder und Jugendlichen aus der Ukraine im Schuljahr 2022/2023. Beschluss der KMK vom 23.06.2022. Available at: https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2022/2022_06_23-Beschulung-Kinder-Ukraine-SJ-22-23_01.pdf (accessed 20 January 2026). Mannheim, K. (1922/1980): Strukturen des Denkens. Frankfurt a.M.. Reichertz J. (2007): Hermeneutische Wissenssoziologie. In: Buber, R./Holzmüller, H. (eds) Qualitative Marktforschung. Konzepte – Methoden – Analysen. Wiesbaden, pp. 111–125. Strauss, A./Corbin, J. (1990): Basics of qualitative research: grounded theory procedures and techniques. Newbury. Terhart, H./von Dewitz, N. (2018): Newly arrived migrant students in German schools: Exclusive and inclusive structures and practices. In: European Educational Research Journal, 7 (2), pp. 290–304. tom Dieck, F./Rosen, L. (2023): Before, in or after transition? On becoming a ‘mainstream student’ in Germany and Italy in the context of new migration. In: Subasi Singh, S./Jovanović, O./Proyer, M. (eds.): Perspectives on Transitions in Refugee Education. Ruptures, Passages, and Re-Orientations. Opladen, pp. 161–174. 07. Social Justice and Intercultural Education
Paper Educational Research Serving Schools: A Cooperative Initiative for Building Multicultural, Multilingual and Inclusive Learning Environments 1: Universidad de Sevilla, Spain; 2: Universidad de Sevilla, Spain; 3: Universidad de Sevilla, Spain; 4: Universidad de Sevilla, Spain Presenting Author:In recent decades, the increase in immigration, particularly in Andalusia, Spain, has transformed social and educational dynamics, affecting linguistic interactions between students, families, and schools (Albuquerque, 2025). Child Language Brokering (CLB), or linguistic mediation carried out by children, is a common phenomenon in immigrant families whose proficiency in the administrative language is insufficient (Cline at al., 2014). Acting as a CLB can potentially impact children’s academic and emotional development (Arumí-Ribas et al., 2023; Pena-Díaz, 2019). In this regard, an inclusive approach is needed to promote flexible and accessible learning environments to achieve Sustainable Development Goal 4 of the 2030 Agenda: “Quality Education” (United Nations [UN], 2024). The San José Obrero school, located in Seville, stands out for its diverse and multicultural student population. As stated on its website, “for more than 40 years it has carried out educational work in the neighbourhoods in need of social transformation, in a multicultural area due to migration, which has increasingly contributed to cultural diversity in these zones. From the school, they affirm that “educating our sons and daughters, our pupils, in cultural diversity is essential to build a better world for tomorrow. Valuing the differences among people and groups, and teaching children to do so, is highly positive. For this reason, interculturality, collaborative work, and the participation of the entire educational community are the foundation and purpose of our activity.” Thus, this school was an ideal setting for the development of the cooperation project “CLB FOR AN INCLUSIVE, EQUITABLE AND QUALITY SCHOOL. RESEARCH FROM THE UNIVERSITY OF SEVILLE FOR THE SCHOOL. COOPERATION AT THE SERVICE OF OUR SCHOOL.” The project’s main aim was to raise awareness of the role of CLBs and to produce outreach materials and guidelines that support intercultural and interlinguistic mediation in schools. The initial implementation is planned at CEIP San José Obrero in Seville, with the intention of extending the project to additional schools in future editions. Methodology, Methods, Research Instruments or Sources Used The project was carried out in four phases: 1) National and international materials and publications were analysed regarding the guidelines established in school contexts for linguistic and cultural mediation performed by CLBs, whether between the school and families or in communicative situations involving other children from the same ethnic or linguistic background. 2) A joint analysis was carried out of the needs of the school CEIP San José Obrero arising from the wide linguistic and cultural diversity of its pupils and their families. To this end, several meetings were held with different members of the school community (administrative staff, the school secretary, the management team, teaching staff, parents, etc.). Interviews and questionnaires were conducted to gain insight into the school’s situation, with particular emphasis on identifying the needs related to improving interlinguistic and intercultural communication. The team also took part in activities such as the Cultural Week, which focused on the 1929 Universal Exhibition in anticipation of its centenary. Fourteen stands represented different Latin American countries alongside a stand dedicated to Aníbal González. This event served to establish contact with the various cultural communities within the school. 3) Audiovisual materials were created based on the needs identified, with the aim of improving communication within the school and facilitating the inclusion of CLB students in the educational community. These resources support their effective integration in the classroom and enhance communication with peers, teachers, and between the school and families. Short audiovisual training clips were developed in the languages most requested at the school: Italian, French, Romanian, English, German, Chinese, Moroccan Arabic, Ukrainian and Wolof. Posters with QR codes were also created and distributed throughout the school: • https://ceipsanjoseobrero.es/familias-informacion-multilingue/ Additionally, they appear on the University of Seville’s Cooperation Office website: • https://cooperacion.us.es/Ayp-16-25 4) In addition to the audiovisual materials that were created and are available on both the school’s website and the Cooperation Office website (https://ceipsanjoseobrero.es/presentacion/ and https://cooperacion.us.es/Ayp-16-25), outreach materials were also developed to raise awareness of the role of CLBs and their contribution within the school context. Conclusions, Expected Outcomes or Findings The project demonstrates the value of collaborative, school‑centred research aimed at supporting multilingual, multicultural, and inclusive educational environments. Through its four phases—ranging from the analysis of existing national and international frameworks to the co‑creation of tailored resources with the school community—the initiative highlights the relevance of Child Language Brokering (CLB) as both a social reality and an educational opportunity within diverse school settings. The joint work carried out with the San José Obrero school has made it possible to identify the linguistic and intercultural communication needs arising from the school’s significant cultural diversity. This close collaboration has ensured that the materials produced respond directly to the everyday challenges faced by pupils, teachers, families, and administrative staff, thereby strengthening inclusion and improving communication pathways. The development of multilingual audiovisual materials, informational posters with QR codes, and outreach resources has contributed to raising awareness of the crucial role of CLBs within the school community. These materials not only facilitate communication in multiple languages but also help value the linguistic repertoires of pupils and their families, promoting an asset‑based view of multilingualism. The project’s participation in events such as MuAC further broadened its impact beyond the school, fostering dialogue on linguistic landscapes and the importance of intercultural mediation. Overall, the project reinforces the need for flexible, research‑informed, and context‑sensitive strategies to address linguistic mediation in increasingly diverse school environments. It lays the groundwork for future collaborative initiatives between universities and educational centres, as well as for the creation of a broader international consortium dedicated to CLB. By generating practical tools and promoting intercultural awareness, the project ultimately contributes to building more inclusive, equitable, and high‑quality learning spaces, in line with the goals of the 2030 Agenda for Sustainable Development. References Albuquerque, D. L. (2025). Revisió exploratòria sobre el child language brokering en escoles. Bellaterra: Journal of Teaching and Learning Language and Literature, 18(3), e1482. https://doi.org/10.5565/rev/jtl3.1482 Arumí-Ribas, M., Bestué, C. & Gil-Bardají, A. (2023). Los menores de origen inmigrante en la intermediación lingüística: Visibilización de un fenómeno social. Lengua & Migración, 15(1). https://doi.org/10.37536/LYM.15.1.2023.1673 Cline, T., Crafter, S. & Prokopiou, E. (2014). Child language brokering in schools: A discussion of selected findings from a survey of teachers and ex-students. Educational & Child Psychology, 31(2), 34–45. https://doi.org/10.53841/bpsecp.2014.31.2.33 Pena, C. (2019). Child language brokering: challenges in Spanish intercultural education. Intercultural Education. https://doi.org/10.1080/14675986.2018.1540107 United Nations (2024). Sustainable Development Goals. Retrieved 30 January 2026 from, https://www.un.org/sustainabledevelopment/es/2015/09/la-asamblea-general-adopta-la-agenda-2030-para-el-desarrollo-sostenible/ | ||