Educating Refugee-background Students

Critical Issues and Dynamic Contexts

Edited by Shawna Shapiro, Raichle Farrelly, Mary Jane Curry

Publication date:

03 May 2018

Publisher

Multilingual Matters

Dimensions:

234x156mm
6x9"

ISBN-13: 9781783099979

This collection of empirical work offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.

Introduction

SECTION ONE: LANGUAGE AND LITERACY

Chapter 1. Christopher Browder: Recently Resettled Refugee Students Learning English in U.S. High Schools: The Impact of Students’ Educational Backgrounds

Chapter 2. Bryan Ripley Crandall: “History Should Come First”: Perspectives of Somali-born, Refugee-background Male Youth on Writing in and out of School

Chapter 3. Koeun Park and Verónica Valdez: Translanguaging Pedagogy to Support the Language Learning of Older Nepali-Bhutanese Adults

Chapter 4. Delila Omerbašić: Girls with Refugee Backgrounds Creating Digital Landscapes of Knowing

Chapter 5. Katerina Nakutnyy and Andrea Sterzuk: Sociocultural Literacy Practices of a Sudanese Mother and Son in Canada

Chapter 6. M. Kristiina Montero: Narratives of Trauma and Self-healing Processes in a Literacy Program for Adolescent Refugee Newcomers”

Chapter 7. Anne Dahl, Anna Krulatz, and Eivind Torgersen: The Role of English as a Foreign Language in Educating Refugees in Norway

SECTION TWO: ACCESS AND EQUITY

Chapter 8. Amanda Hiorth and Paul Molyneux: Bridges and Barriers: Karen Refugee-background Students' Transition to High School in Australia

Chapter 9. Amadu Khan: Educating Refugees through “Citizenship Classes and Tests”: Integration by Coercion or Autonomous Agency?

Chapter 10. Erin Papa: Using Photovoice with Cambodian and Guatemalan Youth to Uncover Community Cultural Wealth and Influence Policy Change

Chapter 11. Eva Holmkvist, Kirk Sullivan, and Asbjørg Westum: Swedish Teachers’ Understandings of Post Traumatic Stress Disorder among Adult Refugee-background Learners

Chapter 12. Annette Korntheuer, Maren Gag, Phillip Anderson, and Joachim Schroeder: Education of Refugee-background Youth in Germany: Systemic Barriers to Equitable Participation in the Vocational Education System

Chapter 13. Amy Pucino: Iraqi Refugee-background Adolescents’ Experiences in Schools: Using the Ecological Theory of Development to Understand Discrimination

Chapter 14. Eliana Hirano: Besides a Degree, What Do Refugee-background Students Gain from College?

Chapter 16. Martha Bigelow: Afterword

In these pages, socially aware academics have integrated educational and social issues, attending consciously to refugees as whole people. The editors and authors understand how the educational concerns of refugees are inseparable from their political, geographic, cultural and psychological contexts, and are to be commended for producing this worthwhile volume.