“‘In What Soil Can You Take Root…?’: Exploring the Pedagogical Challenges of Addressing Refugee Trauma in Primary Schools”

Abstract

This study explores the attitudes and teaching capacities of primary school educators in the Municipality of Almopia with regard to addressing aspects of local history connected to the refugee trauma of 1922. The primary aim was to employ alternative pedagogical approaches to foster historical thinking and consciousness among primary pupils. Within this framework, a targeted educational programme was designed and implemented, which promoted pupils’ ability to critically engage with traumatic historical events, to develop a deeper understanding of the refugee experience, and to contextualise it within broader historical narratives. The findings demonstrate the successful completion of the programme, the attainment of significant learning outcomes related to historical understanding and critical reflection, and the active, positive engagement of teachers, who expressed strong interest in further implementing and disseminating the programme within the local community.