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In-depth interviews with 13 pre-service teachers reveal predominant deficit-based perspectives framing refugee students as linguistically deficient and culturally “othered.” Although teachers expressed inclusivity commitments, approaches frequently emphasized assimilation into Turkish norms, reinforcing assimilationist frameworks. The results call for teacher education programs to promote asset-based perspectives through culturally sustaining pedagogy training and critical reflection.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main focus of the study?","Question",{"text":62,"@type":63},"The study examines pre-service teachers’ ideologies about refugee students’ belonging and integration in Türkiye and how these views shape anticipated pedagogical practices.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What framework does the research use to analyze teachers’ perspectives?",{"text":67,"@type":63},"It uses the framework of raciolinguistic ideologies to understand how racial and linguistic attributes are intertwined in evaluating belonging.",{"name":69,"@type":60,"acceptedAnswer":70},"What do the interview findings suggest about teachers’ approaches to refugee integration?",{"text":71,"@type":63},"Findings indicate reliance on deficit-based perspectives, with refugee students framed as linguistically deficient and culturally “othered,” and with teaching approaches often emphasizing assimilation into Turkish 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University of Utah, USA  \nRosanna Ellis, Cardiff Metropolitan University, Wales, UK  \nAbstract: This study investigates pre-service teachers' ideologies  \nabout refugee students' belonging and integration in Türkiye and  \nexamines how these ideologies shape their anticipated pedagogical  \npractices. Using the framework of raciolinguistic ideologies, the study  \nhighlights how linguistic and cultural hierarchies influence  \neducational practices, often perpetuating systemic exclusion. Data  \nwere collected through in-depth interviews with 13 pre-service  \nteachers from various educational programs, utilizing a qualitative,  \nphenomenological design. The findings reveal a predominant reliance  \non deficit-based perspectives, with refugee students framed as  \nlinguistically deficient and culturally \"othered. \" While participants  \nexpressed professional commitments to inclusivity, their approaches  \noften emphasized assimilation into Turkish norms, reflecting cultural  \nessentialism. Proposed pedagogical strategies demonstrated  \nadaptability but often lacked depth, reinforcing assimilationist  \nframeworks rather than leveraging refugee students' linguistic and  \ncultural resources. These findings emphasize the need for teacher  \neducation programs to promote asset-based perspectives through  \ntraining in culturally sustaining pedagogies and critical reflection to  \nfoster inclusive practices that affirm diversity.  \nKeywords: Raciolinguistic ideologies, refugee education, teacher education, education integration, culturally responsive pedagogy  \nIntroduction  \nTürkiye’s annual intake of refugees and immigrants remained under 200,000 until the Syrian civil war in 2011 triggered a dramatic policy shift (Turkish Ministry of Interior Directorate General of Migration, 2015). Adopting an “open-door” approach, Türkiye welcomed over 1.5 million Syrian refugees within months, providing them temporary shelters and labeling them as “guests”(Koca, 2016) . However, the rapidly growing refugee population, which reached 3.76 million within a decade, strained societal and institutional capacities, leading to a shift in dominant attitudes. The lack of comprehensive national refugee policies addressing public safety, economic stability, and cultural preservation further fueled tensions, giving rise to discriminatory narratives that portrayed refugees as burdensome outsiders and even threats to national stability (Erdoğan, 2020; United Nations High Commissioner for Refugees [UNHCR], 2021) . These  \nnarratives contributed to the marginalization and scapegoating of refugees, worsening their social and economic integration (McCarthy, 2018) .  \nThis societal tension was mirrored in the challenges faced by refugee students integrating into Türkiye’s public education system. Initially educated in separate Temporary Education Centers (TECs), a 2017 policy mandated their enrollment in public schools to encourage inclusion and equal access (Aydin & Kaya, 2019). However, insufficient preparation and support for both educators and refugee students led to significant linguistic and cultural barriers that hindered integration (Cirit-Karaagaç & Guvenc, 2019) . Refugee students were often labeled as linguistically and cognitively deficient, perceptions that undermined their academic success, sense of belonging, and peer relationships (Gurel & Buyuksahin, 2020) . Furthermore, the absence of national strategies for integration left the responsibility to individual educators, who varied in their ability to create inclusive practices or, conversely, reinforced biases and exclusionary behaviors (Ager & Strang, 2008 ; Ekici, 2019) . This situation exacerbated the challenges refugees faced, deepening their marginalization within the education system.  \nThis study explored pre-service teachers’perceptions of refugee students and how these ideologies mi","cbCaiuJbCddbnCNT","https://ap.wps.com/l/cbCaiuJbCddbnCNT","pdf",276652,16,"English","# Abstract\n# Keywords\n# Introduction\n# Theoretical Framework: Raciolinguistic Ideologies","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines pre-service teachers’ ideologies about refugee students’ belonging and integration in Türkiye and how these views shape anticipated pedagogical practices.\"},{\"question\":\"What framework does the research use to analyze teachers’ perspectives?\",\"answer\":\"It uses the framework of raciolinguistic ideologies to understand how racial and linguistic attributes are intertwined in evaluating belonging.\"},{\"question\":\"What do the interview findings suggest about teachers’ approaches to refugee integration?\",\"answer\":\"Findings indicate reliance on deficit-based perspectives, with refugee students framed as linguistically deficient and culturally “othered,” and with teaching approaches often emphasizing assimilation into Turkish norms.\"}]","Unveiling Raciolinguistic Ideologies: Pre-Service Teachers’ Insights on Refugee Integration in Schools | PDF",1792078947]