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Welcoming a child seeking sanctuary in the classroom can be challenging for teachers who may lack specific training. Following Russia’s invasion of Ukraine on February 24, 2022, a new wave of forced migration increased the likelihood of such children joining classrooms. This study introduces Martin Buber’s philosophy of dialogue both as a conceptual lens and a methodological approach as a foundation for exploring dialogic relationships in Schools of Sanctuary. Buber’s work points the way to supporting children who are seeking sanctuary to feel welcomed and included in their new settings. At the heart of being an inclusive teacher lies the dialogic relationship. Buber’s work opens a window on a variety of ways to welcome, create a sense of belonging and build trusting relationships to enable children to flourish. Secondly, the philosophy of dialogue underpins the research method that has been used to enter into a dialogic researcher/participant relationship. The originality of this study lies in its dual contribution: an exploration of Buber’s dialogical philosophy in relation to the education of children seeking sanctuary and the enactment of the philosophy of dialogue through a relational research methodology.
Julie Wharton (Sat,) studied this question.