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The REFUGE-ED Dialogic Co-Creation Process: working with and for REFUGE-ED children and minors

Author

Listed:
  • Teresa Sordé-Martí

    (Autonomous University of Barcelona, Edifici B Campus UAB - Carrer de Fortuna s/n - Facultat de Polítiques i Sociologia)

  • Adnan Abdul Ghani

    (Save the Children, Lilla Bommen 4b)

  • Bilal Almobarak

    (Support Group Network)

  • Tiziana Chiappelli

    (Università degli Studi di Firenze (University of Florence))

  • Ainhoa Flecha

    (Autonomous University of Barcelona, Edifici B Campus UAB - Carrer de Fortuna s/n - Facultat de Polítiques i Sociologia)

  • Mina Hristova

    (Institute of Ethnology and Folklore Studies with Ethnographic Museum at the Bulgarian Academy of Science)

  • Anna Krasteva

    (New Bulgarian University)

  • Fredrika Kjellberg

    (Save the Children, Lilla Bommen 4b)

  • Katie McQuillan

    (Trinity College Dublin, the University of Dublin)

  • Elizabeth Nixon

    (New Bulgarian University)

  • Misbah Qasemi

    (Support Group Network)

  • Olga Serradell

    (Autonomous University of Barcelona, Edifici B Campus UAB - Carrer de Fortuna s/n - Facultat de Polítiques i Sociologia)

  • Emilia Aiello

    (Autonomous University of Barcelona, Edifici B Campus UAB - Carrer de Fortuna s/n - Facultat de Polítiques i Sociologia)

  • Lorraine Swords

    (Trinity College Dublin, the University of Dublin)

  • Hend Talal Abdulrahman

    (Save the Children, Lilla Bommen 4b)

Abstract

A growing body of literature suggests that involving end-users in intervention research, including design, implementation, and evaluation, is associated with numerous positive outcomes. These outcomes include improved intervention efficacy, sustainability, and psychological growth among collaborators. The value of this approach and the recommendation for researchers to embrace co-creation in implementation and policies have also been recognised within the EU Framework of Research Innovation. Furthermore, it has been suggested that this approach may be particularly relevant for working with individuals from marginalised groups, whose voices are often absent from research and policy discussions. However, there has been limited attention given to how co-creation unfolds in practice. In this article, we provide a review of the methodological framework implemented by the H2020 REFUGE-ED (2021–2023), which was conducted in collaboration with migrant, refugee, and asylum-seeking communities. The project implemented the 'REFUGE-ED Dialogic Co-Creation Process (RDCP)' in 46 educational settings across six European countries. Considering the need for evidence-based approaches in education and mental health and psychosocial support practices, we suggest that the RDCP has the potential for sustainability and replicability in diverse contexts.

Suggested Citation

  • Teresa Sordé-Martí & Adnan Abdul Ghani & Bilal Almobarak & Tiziana Chiappelli & Ainhoa Flecha & Mina Hristova & Anna Krasteva & Fredrika Kjellberg & Katie McQuillan & Elizabeth Nixon & Misbah Qasemi &, 2023. "The REFUGE-ED Dialogic Co-Creation Process: working with and for REFUGE-ED children and minors," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-10, December.
    • Handle: RePEc:pal:palcom:v:10:y:2023:i:1:d:10.1057_s41599-023-01967-6
    DOI: 10.1057/s41599-023-01967-6
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    References listed on IDEAS

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    1. Ramon Flecha & Marta Soler-Gallart & Teresa Sordé, 2015. "Europe must fund social sciences," Nature, Nature, vol. 528(7581), pages 193-193, December.
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