Education for Refugees and Forced (Im)Migrants Across Time and Context
Produktdetaljer
Biographical note
Alexander W. Wiseman is Professor of Educational Leadership & Policy in the College of Education and Director of the Center for Innovative Research in Change, Leadership, and Education (CIRCLE) at Texas Tech University, USA.
Lisa Damaschke-Deitrick is a Senior Lecturer and Researcher at the Institute of Political Science at the University of Tübingen, Germany. Her research also examines education policies and programs for refugee and migrant students in secondary and higher education.
Political violence, civil unrest, economic crises, and natural disasters have occurred at a constant pace, leading to an ongoing global crisis of refugees and other forced immigrants and migrants, i.e. (im)migrants. The infrastructures, capacities, and policies necessary to address the needs of refugee youth, their families, and their communities are strained in host countries and receiving communities worldwide. Education for Refugees and Forced (Im)Migrants Across Time and Context follows the journey of refugee and forced (im)migrant youths as their educational needs and opportunities vary according to resettlement communities’ immigration policies, dominant culture and language, geography, and other key factors.
There is little research around the transition from peri- to post-migration education of refugee youth across time and context. Chapter authors address that gap by examining the conditions of refugee youth across different types of refugee contexts, including violence/conflict, natural disaster, economic crisis, political oppression, and how educational expectations, opportunities, and experiences shift before, during, and after the forced (im)migration journey.
This important collection analyzes the complex combination of frameworks, drivers, and characteristics of education for refugee and forced (im)migrant youth to inform education policy, practice, and research.
Education for Refugees and Forced (Im)Migrants Across Time and Context follows the journey of refugee and forced (im)migrant youths as their educational needs and opportunities vary according to resettlement communities’ immigration policies, dominant culture and language, geography, and other key factors.
Refugee and Forced Im/Migrant Educational Experiences across Time and Context: The Intersection of Determinism, Duration, and Mobility; Alexander W. Wiseman and Lisa Damaschke-Deitrick
Part 1. Forced Im/Migration Shifts across Time and Context
Chapter 1. Educational Aspirations among the Rohingyas: The Stateless in a Refugee Camp in India; Aratrika Bhadra
Chapter 2. Children and Youth as ‘Agents’ in Displacement: Young Girls’ Stories of Motivation, Action, and Changes in Kakuma Refugee Camp; Jihae Cha and Minkyung Choi
Chapter 3. Educational Navigation through Time and Space: Internally Displaced Persons in Iraq; Mariam Hassoun
Chapter 4. Dreams of an Education from Tent Zero: A Case Study of Asylum Seeking Children Impacted by Migrant Protection Protocols at the U.S.-Mexico Border; Belinda Hernandez-Arriaga and Amy Argenal
Chapter 5. What are Goals for the Integration of Immigrants through Education: A Comparative Analysis of Policies in Berlin and California; Lana Apple
Chapter 6. Shifting Aspirations: The Experience of Syrian Refugees in Adult Education in Quebec; Arianne Maraj, Domenique Sherab, Milagros Calderon-Moya, and Ratna Ghosh
Part 2. Post-Migration Contextual Effects
Chapter 7. Exemplary Practices of New Zealand Teachers Preparing Refugee Students for Resettlement: The First Six Weeks; Jody McBrien
Chapter 8. Building Responsive Education Systems towards Multiple Disruptions in Refugee Education: Turkey and Germany as Cases; Abdullah Atmacasoy, Hanife Akar, and Ingrid Gogolin
Chapter 9. Countering the Deficit: A Policy Critique of the Syrian Refugee Education Response in Turkey; Erin Sorensen
Chapter 10. Journeys to Higher Education in Displacement: A Narrative Portrait of Syrian Refugees in Turkish Universities; Melissa Hauber-Özer
Chapter 11. A Multimodal Ehtnographic Approach: Exploring the Social and Educational Experience of Young Refugees and Asylum-Seekers; Mara Gabrielli and Jordi Pàmies Rovira
Chapter 12. ‘I Feel Illiterate’: Challenges Facing Syrian Refugee Parents in the Educational System in Glasgow; Nihaya Jaber
Chapter 13. Educational Participation, Self-Identification, and Linguistic Practices of Middle Eastern Refugee Youth in Canada; Dilek Kayaalp
Chapter 14. ‘At First It Was Like a Bridge Closed from Both Sides’: Pre-Service Teachers Participate in a Drama-Based Project with Refugee Children; Magdalini Vitsou and Maria Papadopoulou
Produktdetaljer
Biographical note
Alexander W. Wiseman is Professor of Educational Leadership & Policy in the College of Education and Director of the Center for Innovative Research in Change, Leadership, and Education (CIRCLE) at Texas Tech University, USA.
Lisa Damaschke-Deitrick is a Senior Lecturer and Researcher at the Institute of Political Science at the University of Tübingen, Germany. Her research also examines education policies and programs for refugee and migrant students in secondary and higher education.