Maura Sellars: Educating students with refugee and asylum seekers experiences. A commitment to humanity, Opladen – Berlin – Toronto 2020, Verlag Barbara Budrich, pp. 170 ISBN: 9783847422891

The 2019 edition of the joint OECD, ILO, IOM & UNHCR International Mi-gration and Displacement Trends and Policies Report shows that by mid-2018, despite decreasing numbers of refugees entering the European Union and Tur-key, the global refugee population had reached 25.7 million (EASO Annual Report..., 2019). We are not able to hold people back from escaping a bombed country with a totalitarian regime where their health and/or life is in danger. The process of becoming/being a refugee is complicated and multi-staged in its nature (pre-emigration phase; escape; reaching the country of first asylum; settling in a new country; post-migration/repatriation phase (return to the home country) (Grzymała-Moszczyńska 2000). A change of place of residence is connected with the constant accumulation of new, sometimes very difficult, experiences at various levels of human functioning. John Berry’s theory of acculturation shows that the process of entering the circle of a different socio-cultural reality is long and multi-faceted (Barry 2003). Every change of residence place, in a more or less violent way ‘forces’ the need to ‘move’ within a different culture and social reality and to interact with people with various ‘software in the minds’ – using Geert Hofstede’s language (Hof-stede G., Hofstede G.J., Minkov M., 2010). Students with asylum seekers and refugee backgrounds often leave schools early, which is caused by many diffi-culties in their path (poor linguistic competences in the field of new language, cultural differences, including conflict of values, school backlogs, unstable life situation, insufficient support system at school, etc. Because of that, some of them become part of the so-called excluded generation (Telles, Ortiz 2008). Education