NURTURING COEXISTENCE: ALGERIAN CHILDREN’S VISUAL NARRATIVES ON REFUGEE COMMUNITIES FROM EDUCATIONAL AND SOCIAL PSYCHOLOGY PERSPECTIVES

This paper explores how Algerian children perceive and experience their co-existence with refugee populations within their communities, drawing on social and educational psychology frameworks.Motivated by a need for more child-centred insight into refugee-host dynamics, particularly in developing contexts, this study illuminates the voices of young individuals often excluded from policy and academic debate.Employing participatory, arts-based methodology, we engaged 60 children (ages 5-7, 8-10 & 11+) in drawing, collaging, and focus group discussions.These methods offered a multifaceted window into how different age groups conceptualize co-existence.Younger participants emphasised gestures of friendship, shared religious identity, and inclusive play as catalysts for harmonious relationships.Older children and adolescents showed heightened sociopolitical awareness, referencing Algeria's colonial history, conflicts with neighbouring countries, and broader global solidarity.Both positive attitudes, grounded in empathy and hospitality and, persistent challenges, shaped by prejudices and misinformation emerged, reflecting the complex interplay of moral, cultural, and developmental factors.Findings underscore that co-existence is perceived as both a moral obligation, often grounded in religious and cultural norms, and a practical opportunity for community enrichment.Yet significant barriers persist, including social exclusion and unaddressed anxieties about health and safety.By highlighting how children's perspectives evolve with age and context, this study underscores the potential of educational initiatives rooted in educational psychology to foster tolerance, empathy, and inclusive attitudes at an early stage.The research also demonstrates how arts-based, child-focused approaches can yield nuanced understandings of co-existence in settings hosting large refugee populations.These insights are vital for educators, policymakers, and psychologists seeking to promote community cohesion and to design interventions that resonate with children's lived experiences and developmental needs.