The role of caregiver in inclusion processes of separated children: linguistic and psycho-pedagogical reflections.

Abstract

Great attention has been paid to human rights protection of separated children. One example is given by the several editions of Statement of Good Practice (SCEP) that provide a straightforward account of the policies and practices required to implement and protect the human rights of separated children. Nevertheless, when coming into terms with the various needs of separated children, various difficulties are experienced linked to the unawareness of the implications linguistic and cultural diversity may have. In building a framework for action and advocacy not only one has to be linguistically skilled but also aware of how a particular society works and that language implies culture, society and history in the whole. The article underlines how it'is important to build linguistic and cultural awareness by making explicit what is implicit in a culture starting from one’s own. Based on an emic approach, it explores accounts, descriptions that are regarded as meaningful and appropriate by the members of the culture under study in order to shift to etic knowledge and built a narrative following scientific categories.