Emotional aspect of integration of refugee children in primary schools in Croatia

Rad tematizira emocije i emocionalnu klimu kao jedan od značajnih aspekata integracije djece izbjeglica u hrvatske škole. Pitanje migracija, emocionalnih politika i izbjegličke krize stavlja se u kontekst uključivanja djece izbjeglica u nastavu uz uvid u pravno protokolarna pitanja i nedostatak jasnih uputa školama na koji način djecu izbjeglice integrirati u nastavu. Za definiranje emocija i emocionalne klime u radu su korišteni autori kritičkih teorija emocija, uz poveznicu sa ključnim pedagoškim poimanjima emocija u klimi i kulturi škole. Pri tome se strah i suosjećanje uzimaju kao one ključne emocije koje oblikuju školsku emocionalnu klimu i problematizira se njihov učinak, odnosno utjecaj na integraciju djece izbjeglica u škole, a onda potencijalno i njihovih obitelji. Od metodoloških postupaka, korišteni su autoetnografija i sudjelovanje s promatranjem.The paper discusses emotions and emotional climate as one of the significant aspects of the integration of refugee children in Croatian schools. The issues of migration, emotional policies and the refugee crisis are placed in the context of the inclusion of refugee children in schools, with insights into legal protocol issues and the lack of clear guidance to schools on how to integrate refugee children into teaching. Authors of critical emotion studies have been used to define emotions and emotional climate, with a link to key pedagogical understandings of emotions in the school climate and culture. In doing so, fear and compassion are taken as the key emotions that shape the school's emotional climate and problematize their effect, that is, the impact on the integration of refugee children into schools and then potentially their families. Regarding methodology, autoetnography and participation with observation were used