Refugee Education


Book Description

In the last five years, more child refugees have made perilous journeys into Europe than at any point since the Second World War. Once refugee children begin to establish their new lives, education becomes a priority. However, access to high-quality inclusive education can be challenging and is a social justice issue for schools, policymakers and for the research community. Underpinned by strong theoretical framings and based on socially just principles, this book provides a detailed exploration into this ethically charged, emotive and complex subject. Refugee Education offers an interdisciplinary perspective to critical debates and public discourse about the topic, contextualized by the voices of young refugees and those seeking to support them in and out of education. Shaped by practitioners, the book develops an inclusive model of education for refugee children based on the concepts of safety, belonging and success, and presents practical tools for planning and operationalizing the ethics of inclusive education. This book includes a wide range of case study examples which reveal the positive outcomes that are possible, given the right inputs. It is essential reading for teachers, senior leaders and policymakers as well as academic researchers in education, social policy, migration and refugee studies.




Refugee Education


Book Description

This volume examines how universities and colleges are working towards implementing various interventions to integrate refugees along with non-governmental organizations and local governments to achieve an optimal level of integration with host communities.




Refugees and Higher Education


Book Description

Refugees and Higher Education provides a cross-disciplinary lens on one American university’s approach to studying the policies, practices, and experiences associated with the higher education of refugee background students.




Right Where We Belong


Book Description

A leading expert shows how, by learning from refugee teachers and students, we can create for displaced childrenÑand indeed all childrenÑbetter schooling and brighter futures. Half of the worldÕs 26 million refugees are children. Their formal education is disrupted, and their lives are too often dominated by exclusion and uncertainty about what the future holds. Even kids who have the opportunity to attend school face enormous challenges, as they struggle to integrate into unfamiliar societies and educational environments. In Right Where We Belong, Sarah Dryden-Peterson discovers that, where governments and international agencies have been stymied, refugee teachers and students themselves are leading. From open-air classrooms in Uganda to the hallways of high schools in Maine, new visions for refugee education are emerging. Dryden-Peterson introduces us to people like JacquesÑa teacher who created a school for his fellow Congolese refugees in defiance of local lawsÑand Hassan, a Somali refugee navigating the social world of the American teenager. Drawing on more than 600 interviews in twenty-three countries, Dryden-Peterson shows how teachers and students are experimenting with flexible forms of learning. Rather than adopt the unrealistic notion that all will soon return to Ònormal,Ó these schools embrace unfamiliarity, develop studentsÕ adaptiveness, and demonstrate how children, teachers, and community members can build supportive relationships across lines of difference. It turns out that policymakers, activists, and educators have a lot to learn from displaced children and teachers. Their stories point the way to better futures for refugee students and inspire us to reimagine education broadly, so that children everywhere are better prepared to thrive in a diverse and unpredictable world.




Comparative Perspectives on Refugee Youth Education


Book Description

This volume explores the shared expectations that education is a panacea for the difficulties that refugees and their receiving countries face. This book investigates the ways in which education is both a dream solution as well as a contested landscape for refugee families and students. Using comparative, cross-national perspectives across five continents, the editors and contributors critically analyze the educational structures, policies, and practices intended to support refugee youth transition from conflict and post-conflict zones to mainstream classrooms and schools in their new communities.




Strategies, Policies and Directions for Refugee Education


Book Description

This volume will provide educators at all levels with a research and evidence based understanding of the educational opportunities and challenges facing refugees. The chapters focus on strategies and policies for providing education to the world's refugee populations.




Educational Interventions for Refugee Children


Book Description

How can schools best prepare themselves to successfully educate refugee children? By focusing on the education of refugee children, this book takes a rare look at a subject of increasing significance in current educational spheres. Highlighting the many difficulties facing refugee children, the editors draw upon a wealth of international experience and resources to present a broad, informative and sensitive text. Educational Interventions for Refugee Children identifies school-based interventions, whilst suggesting methods and measures with which to assess the efficacy of such programmes. It also develops a useful model that provides a standard for assessing refugee experience, offering diagnostic indicators for: * Evaluating support services for refugee children * Future avenues of research * Practical implications of creating supportive educational environments for refugee children The need to identify and prepare for the education of refugee children is an international issue, and this is reflected in the broad outlook and appeal of this book. The editors have developed an overall model of refugee experience, integrating psychological, cultural and educational perspectives, which researchers, practitioners and policy makers in education will find invaluable.




Education


Book Description

In an age of catastrophes—unchecked climate change, extreme poverty, forced migrations, war, and terror, all compounded by the COVID-19 pandemic—how can schooling be reengineered and education reimagined? This book calls for a new global approach to education that responds to these overlapping crises in order to enrich and enhance the lives of children everywhere. Marcelo Suárez-Orozco and Carola Suárez-Orozco convene scholars and practitioners from a range of disciplines—including anthropology, neuroscience, demography, psychology, child development, sociology, and economics—who offer incisive essays on the global state of education. Contributors consider how educational policy and practice can foster social inclusion and improve outcomes for all children. They emphasize the centrality of education to social and environmental justice, as well as the philosophical foundations of education and its centrality to human flourishing, personal dignity, and sustainable development. Chapters examine topics such as the neuroscience of education; the uses of technology to engage children who are not reached by traditional schooling; education for climate change; the education of immigrants, refugees, and the forcibly displaced; and how to address and mitigate the effects of inequality and xenophobia in the classroom. Global and interdisciplinary, Education speaks directly to urgent contemporary challenges. Contributors include Stefania Giannini, the director of education for UNESCO; development economist Jeffrey Sachs; cognitive psychologist Howard Gardner; Carla Rinaldi, president of the Reggio Children Foundation; and academics from leading global universities. The book features a foreword by Pope Francis.




Refugee High


Book Description

A year in the life of a Chicago high school with one of the nation’s highest proportions of refugees, told with “strong novel-like pacing” (Milwaukee Magazine) "A stunning and heart-wrenching work of nonfiction."—Chicago Reader Winner of the Studs and Ida Terkel Award For a century, Chicago’s Roger C. Sullivan High School has been a home to immigrant and refugee students. In 2017, during the worst global refugee crisis in history, its immigrant population numbered close to three hundred—or nearly half the school—and many were refugees new to the country. These young people came from thirty-five different countries, speaking more than thirty-eight different languages. Called “a feat of immersive reporting” (National Book Review), and “a powerful portrait of resilience in the face of long odds” (Publishers Weekly), Refugee High, by award-winning journalist Elly Fishman, offers a riveting chronicle of the 2017–8 school year at Sullivan High, a time when anti-immigrant rhetoric was at its height in the White House. Even as we follow teachers and administrators grappling with the everyday challenges facing many urban schools, we witness the complicated circumstances and unique needs of refugee and immigrant children: Alejandro may be deported just days before he is scheduled to graduate; Shahina narrowly escapes an arranged marriage; and Belenge encounters gang turf wars he doesn’t understand. Heartbreaking and inspiring in equal measure, Refugee High raises vital questions about the priorities and values of a public school and offers an eye-opening and captivating window into the present-day American immigration and education systems.




Educating Refugee-background Students


Book Description

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.