Many educational programmes in societies affected by armed conflict aim to promote dialogic engagement as a fundamental aim and pedagogy for social reconstruction. Despite supporting government policies, classrooms show very little or no evidence of dialogic practices where learners (co-)construct knowledge with peers and engage in critical and…

Research on the adaptation of children of migrants in Russia shows that while they adapt successfully in many ways, there is a need for teachers to be better equipped to deal with the cultural conflicts these children often experience.