Creating places, relationships and education for refugee children in camps: Lessons learnt from the 'The School of Peace' educational model.

This paper describes a unique model for building an afternoon school for refugee children sustained by volunteers and refugee teachers and based on humanistic intercultural values. The methodology is participatory including the whole school, from children to teachers to volunteers and managers. Central themes in the findings include a synergetic focus on creative placemaking, conflict negotiation and formal studies. This points to a theoretical connection between informal and formal studies. The findings teach us about the needs of refugee children. A methodological contribution is the use of arts‐based methods to capture refugee children's lived experiences of school. [ABSTRACT FROM AUTHOR]