ABSTRACT
This chapter begins with a further extract from an interview with Gare, which illustrates how he has experienced a sense of belonging as he has built connections within and outside his education provision. The chapter then moves to a portrait of Jasmine Gardens Academy, which offers a rich case study of how one institution works to foster a growing sense of belonging for its pupils. The chapter then draws upon focus groups and interviews with the participants to understand more about how the case study schools define and refine their work to support their refugee students to feel a sense of belonging. Fraser’s lenses of redistribution, recognition and representation are then utilised to analyse this concept of belonging. The chapter concludes by drawing these sections together and moving towards a definition of belonging as a multilayered concept within education provision for refugee children.
