The Opening Keynote Speaker will be Prof. Dr. Hirokazu Yoshikawa, New York University, USA. lead researcher for a McArthur Grant project $100 million awarded to Sesame Workshop and International Refugee Center to develop programming for Syrian refugee children.

The Closing Keynote Speaker will be Prof. Dr. Karen Phalet, Leuven University, Belgium. As an international expert on migrant background adolescents in the context of schools who focus on policy and intervention, she will provide an outlook for future research to promote school success, drawing on her own work as well as the main themes that have been discussed in the conference.

  • Prof. Dr. Dina Birman, University of Miami, USA. Her extensive research and publications focus on the adaptation of refugee adolescents in their families, schools, and communities. Prior to her academic career, she was the program officer in the Refugee Mental Health Program at the National Institute of Mental Health.
  • Prof. Dr. James Banks, University of Washington, USA. He is an internationally renowned and award-winning scholar on multicultural education. He has published numerous books on the topic and was past president of the American Educational Research Association (AERA).
  • Prof. Dr. Natasha Warikoo, Harvard University, USA. She is an expert on the relations between education, racial and ethnic diversity and equity, and cultural processes in schools and universities in the US and UK. She is currently a Guggenheim Fellow for 2017-2018, one of the most prestigious awards given to U.S. scholars.
  • Prof. Dr. Viola Georgi, University of Hildesheim, Germany. She is the director of the “Zentrum für Bildungsintegration, Diversity und Demokratie in Migrationsgesellschaften”. Her scholarship has focused on teachers of migrant background, diversity education, democracy pedagogy, citizenship and intercultural education in Germany.
  • Prof. Dr. David Sherman, University of California Santa Barbara, USA. He is one of the leading experts on self-affirmation writing interventions with ethnic minority adolescents, an intervention that has shown to reduce the achievement gap between ethnic minority and majority groups in the US. Researchers are beginning to test whether his intervention is also effective with diverse school children in Europe.