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dc.creatorJovanović, Teodora
dc.date.accessioned2020-03-02T14:13:00Z
dc.date.available2020-03-02T14:13:00Z
dc.date.issued2019
dc.identifier.issn2076-0760 (online)
dc.identifier.urihttp://dais.sanu.ac.rs/123456789/7288
dc.description.abstractFormal education of asylum seeker children in Serbia officially started in September 2017, when the consequences of European border regime became more obvious. In spite of the official attitude that Serbia is a transit country, there was a pressure to improve integration policies regarding migration, since a lot of people wanting to seek asylum in European Union have remained in Serbia for months. Educational inclusion is the aspect of asylum seekers’ integration in which the most resources and effort was invested. In this article, I try to define the notions of social and educational inclusion in relation to integration policies of asylum seekers coming from different cultural backgrounds and in relation to existing educational inclusion policies.en
dc.language.isoensr
dc.publisherBasel : MDPIsr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/177027/RS//sr
dc.rightsopenAccesssr
dc.sourceSocial Sciencessr
dc.subjectinclusionsr
dc.subjectinterculturalsr
dc.subjecteducationsr
dc.subjectasylum seekersr
dc.subjectdifficultysr
dc.subjectdiversitysr
dc.titleFormal Education of Asylum Seeker Children in Belgrade, Serbia: Expanded Meaning of Social Inclusionen
dc.typearticlesr
dc.rights.licenseBYsr
dcterms.abstractЈовановић, Теодора;
dc.citation.spage211
dc.citation.volume8
dc.citation.issue7
dc.identifier.doi10.3390/socsci8070211
dc.identifier.scopus2-s2.0-85071154152
dc.type.versionpublishedVersionsr
dc.identifier.fulltexthttp://dais.sanu.ac.rs/bitstream/id/28877/socsci-08-00211.pdf


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