Address the unique needs of refugee students

2019 ◽  
pp. 49-64
Author(s):  
Keyword(s):  
Refugee Students

Immigrant and Refugee Students in U.S. Schools

2007 ◽  
Author(s):  
Dina Birman ◽  
Nellie Tran ◽  
Winnie Chan
Keyword(s):  
Refugee Students ◽  
Immigrant And Refugee

Using a Culturally Proficient Leadership Lens to Effectively Serve Refugee Students

2021 ◽  
pp. 155545892110124
Author(s):  
Corinne Brion
Keyword(s):  
Middle School ◽  
Cultural Proficiency ◽  
Severe Trauma ◽  
Refugee Students ◽  
Cultural Wealth ◽  
The Republic ◽  
Culturally Proficient Leadership ◽  
Different Cultures ◽  
Culturally Proficient

This teaching case study takes place in an American middle school and tells the story of Dorah, a refugee student from the Republic of Congo who experienced severe trauma. At Lincoln Middle School, the principal and her teachers encounter difficulties serving their refugee students adequately because of their lack of cultural proficiency. This case aims to help leaders in diverse contexts understand how to embrace and advocate for different cultures, beliefs, and norms to increase the cultural wealth of their communities. To achieve this goal, I provide a cultural proficiency model and a trauma-invested framework.

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

2021 ◽  
pp. 155545892199751
Author(s):  
Mehtap Akay ◽  
Reva Jaffe-Walter
Keyword(s):  
United States ◽  
Teacher Education ◽  
Education System ◽  
Home Country ◽  
The United States ◽  
Dominant Culture ◽  
Refugee Students ◽  
Political Refugees ◽  
Language And Education ◽  
Insight Into

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

scholarly journals Schools as Refuge? The Politics and Policy of Educating Refugees in Arizona

2018 ◽  
Vol 33 (1) ◽  
pp. 136-157 ◽  
Author(s):  
Jill Koyama ◽  
Ethan Chang
Keyword(s):  
Critical Discourse Analysis ◽  
English Language ◽  
Academic Support ◽  
Actor Network Theory ◽  
The United States ◽  
Education Policies ◽  
Community Based ◽  
English Language Acquisition ◽  
Refugee Students ◽  
State Education

Despite the central role schools have played in the resettlement of refugees, we know little about how principals, teachers, parents, and staff at community-based organizations interpret and negotiate national immigration policy and state education policies. Combing critical discourse analysis (CDA) and actor-network theory (ANT), we capture how these actors work together and against each other to enact supports with regard to these newcomer students. Data includes a 36-month ethnography of refugee networks in Arizona. We argue that policies around English language acquisition and academic support further isolate refugee students and diminish their formal learning experiences in the United States.

scholarly journals Training Adequacy and Pedagogic Practices of Teachers in Reception Facilities for Refugee Education in Greece during the Economic Crisis: A Case Study

2018 ◽  
Vol 8 (3) ◽  
pp. 79
Author(s):  
Anna Asimaki ◽  
Archontoula Lagiou ◽  
Gerasimos S Koustourakis ◽  
Dimitris Sakkoulis
Keyword(s):  
Structured Interview ◽  
Classroom Teachers ◽  
Student Centered ◽  
Refugee Students ◽  
Refugee Education ◽  
Interview Research ◽  
School Classroom ◽  
Micro Level ◽  
Pedagogic Practices

This research paper, which uses Basil Bernstein’s theoretical framework, aims to search the training adequacy of the teachers who work in Reception Facilities for Refugee Education (RFRE) and to examine the pedagogic practices that they use at the micro-level of the school classroom. Teachers who worked in a RFRE in Greece participated in this research, which was conducted with the use of the semi-structured interview research tool. The findings showed the following: a) the insufficient training that the RFRE teachers had received from the official national bodies; the teachers’ effort to acquire the appropriate knowledge on their own initiative, in order to be able to teach refugee students; the teachers’ expressed need for training in matters of intercultural education, b) the pedagogic practices teachers used at the RFRE is linked to the implementation of an invisible form of pedagogy with a clear student-centered focus.

scholarly journals An Investigation of the Relationship between Prospective Teachers’ Attitudes towards Multiculturality and Refugee Students

2021 ◽  
Vol 9 (S2-Sep) ◽  
pp. 164-174
Author(s):  
Sumeyra Akkaya ◽  
Seda Sahin ◽  
Burcu Gezer Sen
Keyword(s):  
Multicultural Education ◽  
Primary School ◽  
School Teacher ◽  
Social Groups ◽  
General Level ◽  
Refugee Students ◽  
Quantitative Research Methods ◽  
School Teaching ◽  
The World ◽  
The Relationship

Multiculturalism refers to the existence of different social groups in society. Multiculturalism advocates a society in which no culture is dominant. Multiculturalism is a fact of life for many people. Multiculturalism and globalization affect how people organize the world around them and how they see themselves and others. Multicultural education offers an educational program that concerns not only specific minorities but also all social groups. Today, with the effect of globalization, teachers and students can participate in educational activities all over the world. This situation requires educators to approach multicultural education positively in order to ensure equality of opportunity in education. In this study, it is aimed to examine the relationship between prospective primary school teachers and pre-school teacher candidates’ attitudes towards multiculturalism and refugee students. The article summarizes the information on multicultural education, which is one of the reflections of globalization on education, and refugee students and equal opportunities in education. The research was carried out with the relational survey model, one of the quantitative research methods. In the study, it was determined that the sum of multicultural attitudes increased the general level of attitude towards refugee students. Another result of the research is that the sum of multicultural attitudes increases the level of communication, adaptation and efficiency. In the study, the communication scores of the preschool teaching department were also found to be higher than the communication scores of the primary school teaching department.

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