Visiting the Forced Visitors -- Critical and Decentered Approach to Global Citizenship Education as an Inclusive Educational Response to Forced Youth Migration

Purpose: To explore the role and possibilities of Global Citizenship Education (GCE) in attending to neglected aspects of inclusive education when responding to forced youth migration in Europe. Approach: We discuss different approaches to GCE within the literature, their implications for refugee students within national educational settings and give an example of how critical GCE can be practiced in education. Finding: Drawing on theoretical work of John Dewey and Hannah Arendt, in conjunction with more recent theoretical work on global citizenship within education, we argue that a critical and decentered model of GCE is important to support processes of inclusion and citizenship for refugee youth within national educational settings. Implications: We apply and discuss the suggested theoretical approach in relation to pedagogical practices developed as a part of an ongoing research project on irregular processes of inclusion and citizenship for migrant and refugee youth in Iceland, Norway, and the UK.