Introduction, Donna Gaywood (University of Gloucestershire, UK) and Jennnifer Koutoulas (Macquarie University, Australia)
Part I: Lived Experiences
1. Fending for themselves: Afghan refugee male children navigating school literacies, Assadullah Sadiq (California State University, USA)
2. Navigating Displacement through an Arts-based Participatory Phenomenography of Ukrainian Refugee Children's Wellbeing Experience in the UK, Carrie Ho (Anglia Ruskin University, UK)
3. Disability, Migrant Parent identities and intersectionality, Ndemazia Asonglefack Jungwa (University College Cork, Ireland)
4. The Hidden Agenda of Western-centric ECEC: The consequence of post-colonial, white, racist ECEC practices on the lived experiences of Turkish and Syrian families, Duha Ceylon (Ghent University, Belgium)
5. Refugee Women and Early Childhood Education: Foreignness Within Selves and Foreignness in Others, Anne Keary (Monash University, Australia), Susie Garvis (Griffith University, Australia) and Hoaran Zheng (University of New England, Australia)
Part II: Workforce
6. Scoping Review of Immigrant Early Childhood Educators in Victoria and Australia, Sweta Vijaykumar Patel (RMIT University, Australia) and Megan Ruth Adams (Monash University, Australia)
7. Analysing ECE students- teachers' perspectives and practices during pre-service training in a kindergarten refugee camp in Greece, Magda Vitsou and Anastasios Siatras (University of Thessaly, Greece)
8. Professional competencies of educators working with migrant children, Adrijana Višnjic-Jevtic and Ivana Pavelic (University of Zagreb, Croatia)
9. Through the lens of recognition theory: Australian multiculturalism and cultural diversity in the early childhood workforce, Sene Gide, Linda J. Harrison, Belinda Davis (Macquarie University, Australia) and Sandie Wong (Macquarie University, Australia)
10. The 'other realities': experiences of migrant male ECE educators in Germany, Halah Elkarif (Cairo University, Egypt)
Part III: Practice
11. Creating inclusive learning spaces for refugee children in early childhood education, Kimberley Kong (Universiti Sains, Malaysia), Iram Siraj and Katharina Ereky-Stevens (University of Oxford, UK)
12. Multilingual children's language agency in family and preschool settings in Iceland, Hanna Ragnardottir and Hildur Blondal (University of Iceland, Iceland)
13. Exploring enablers and challenges in supporting young bicultural and bi/multilingual children's identity and inclusion, Maria Lobytsyna, Nicole Jamison and Jennifer Koutoulas (Macquarie University, Australia)
14. Challenges and Struggles in Culturally Responsive Education and Care for Young Ukrainian Refugee Children in Poland: A Case Study of Polish Early Childhood Teachers, Lena Lee (Miami University, USA)
15. Critical Multimodal Literacy in Early Childhood Education: Exploring the Interpersonal and Ideational Role of Visuals in Representing Child Refugees in Australian Children's Picture Books, Lynette Cheng, Sarah Powell and Belinda Davis (Macquarie University, Australia)
16. Kindergartens located at refugee centres in Greece: Teaching practices applied to develop plurilingual children's communication and early literacy skills, Nektarios Stellakis and Peggy Manoli (University of Patras, Greece)
17. Yearning for a sense of place and a place to play: Facilitating trauma-recovery for refugee families in Australian early childhood services, Cherie Lamb (University of New England, Australia)
18. The Role of Family and Community Collaboration in Refugee Education, Mir Abdullah Miri and Alice Herve (Bath Welcomes Refugees, UK)
Part IV: Policy
19. Understanding Refugee Childhood: Analysing Experiences and Early Childhood Services for Refugee Children in Türkiye, Mehmet Toran (Istanbul Kltur University, Turkey)
20. Refugee Children's Agency and Opportunities in Scotland: Exploring Dimensions of Empowerment and Disempowerment in Public Education, Taiwo Frances Gbadegesin (Queen Margaret University, UK)
21. The Role of Cultural Sensitivity in Early Childhood Education Policy Development for Immigrant Children in Pakistan and Afghanistan, Farid Ullah Khan (University of Auckland, New Zealand), Saeed Ullah Khan (GLOW Consultants Private Limited, Pakistan) and Wasim Gohar (National Assembly of Pakistan, Pakistan)
22. What can we learn from pedagogical documentation analysis of short-term ECE programs? Monika Mithans and Marta Licardo (University of Maribor, Slovenia)
23. Refugee Children and education policies: The Case of Turkey, Ayse Duran Yilmaz (Adiyaman University, Türkiye)
Part V: Research
24. The importance of play for refugee or migrant children in ECEC settings, Alison Tobin, Chris Pascal and Tony Bertram (Centre for Research in Early Childhood, UK)
25. Understanding the Role of Teacher- Researcher: A Positionality to Explore the Educational Experiences of Immigrant Children, Çagri Peköz and Fernando Ilídio Ferreira (Centro de Investigação em Estudos da Criança, Portugal)
26. Methodological approaches to using poetry in research with refugee children and their families experiencing palliative care, Marie Clancy (University of Exeter, UK)
27. Voices to be heard: Relational ethics with children and caregivers from refugee and migrant backgrounds, Rachel Strasino and Bina Palmar (University of Warwick, UK)
28. Documentary photography by young children with migrant backgrounds, Karen Horsley (The Open University, UK)
29. Generative Logistics in Research Productions: Considerations for Meaningful Inquiry Processes with Refugee Children and Families, Assadullah Sadiq (Miami University, USA) and Ekaterina Strekalova-Hughes (University of Missouri-Kansas City, USA)
Conclusion, Donna Gaywood (University of Gloucestershire, UK) and Jennnifer Koutoulas (Macquarie University, Australia)
References
Index