Educating Refugee-background Students

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.

Shawna Shapiro is an Associate Professor of Writing and Linguistics at Middlebury College, Vermont, USA, where she also directs the Writing Program. Her research interests include transitions from secondary to postsecondary education, innovations in teaching writing to multilingual students, and other asset-oriented approaches to teaching and research with linguistically diverse college students. In addition to her scholarly work, she is involved in local initiatives benefitting English Learners in her community. Raichle Farrelly is an Assistant Professor in the Applied Linguistics Department and MA TESOL Program at Saint Michael's College, Vermont, USA. She is a teacher educator and researcher with a focus on L2 teacher education, reflective teaching, and teaching English to adult refugee-background students. Her first co-authored book, published by TESOL Press, focuses on how instructors can support international students in higher education settings. Mary Jane Curry is Associate Professor, Department of Teaching and Curriculum, Warner Graduate School of Education, University of Rochester, USA, where she also directs the Writing Support Services. She is co-editor of TESOL Quarterly's Brief Research Reports section and Multilingual Matters' series, Studies in Knowledge Production and Participation. Her research focuses on access to academic writing and knowledge production by scholars and students using English as an additional language.

INTRODUCTION

SECTION ONE: LANGUAGE AND LITERACY

Christopher Browder: Recently Resettled Refugee Students Learning English in U.S. High Schools: The Impact of Students' Educational Backgrounds
Bryan Ripley Crandall: “History Should Come First”: Perspectives of Somali-born, Refugee-background Male Youth on Writing in and out of School
Koeun Park and Verónica Valdez: Translanguaging Pedagogy to Support the Language Learning of Older Nepali-Bhutanese Adults
Delila Omerbašic: Students with Refugee Backgrounds Creating Digital Landscapes of Knowing
Katerina Nakutnyy and Andrea Sterzuk: Sociocultural Literacy Practices of a Sudanese Mother and Son in Canada
M. Kristiina Montero: Supporting Self-healing Processes of Adolescent Refugee Newcomers in a Literacy Program
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

Amanda Hiorth and Paul Molyneux: Bridges and Barriers: Karen Refugee-background Students' Transition to High School in Australia
Amadu Khan: Educating Refugees through “Citizenship Classes and Tests”: Integration by Coercion or Autonomous Agency?
Erin Papa: Using Photovoice with Cambodian and Guatemalan Youth to Uncover Community Cultural Wealth and Influence Policy Change
Eva Holmkvist, Kirk Sullivan and Asbjørg Westum: Swedish Teachers' Understandings of Post-Traumatic Stress Disorder among Adult Refugee Learners
Annette Korntheuer, Maren Gag, Phillip Anderson and Joachim Schroeder: Educational Participation of Refugee Youth in Germany. Case Studies in the Multicultural Urban Centers of Hamburg and Munich
Amy Pucino: Iraqi Refugee-background Adolescents' Experiences in Schools: Using the Ecological Theory of Development to Understand Discrimination
Eliana Hirano: Besides a Degree, What Do Refugee-background Students Gain from College?
Beatrix Bukus: Conception versus Reality: The Impact of Migration Experiences on Children's Educational Participation
Martha Bigelow: Afterword

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

FREE SHIPPING

Amazon no longer offers textbook rentals. We do!

Educating Refugee-background Students Critical Issues and Dynamic Contexts

Summary

Author Biography

Table of Contents

Supplemental Materials