Comparative Perspectives on Refugee Youth Education

Dreams and Realities in Educational Systems Worldwide
1. Auflage 2019
ISBN: 978-1-138-35949-9
Verlag: Taylor & Francis Ltd

Buch, Englisch, 310 Seiten, Format (B × H): 235 mm x 160 mm, Gewicht: 564 g

Reihe: Routledge Research in International and Comparative Education

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.

Autoren/Hrsg.

Wiseman, Alexander W.

Damaschke-Deitrick, Lisa

Park, Maureen F.

Galegher, Ericka L.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

INTRODUCTION: THE CONTESTED EXPECTATIONS OF EDUCATION AS A PANACEA FOR REFUGEE TRANSITIONS

Alexander W. Wiseman

Lisa Damaschke-Deitrick

Ericka Galegher

Maureen F. Park

PART 1: Global Policy Expectations for Refugees’ Educational Transitions

CHAPTER 1: EDUCATION AS A PANACEA FOR REFUGEE INTEGRATION? EVIDENCE FROM GERMANY AND THE UNITED STATES

Lisa Damaschke-Deitrick

Elizabeth Bruce

CHAPTER 2: THE EDUCATIONAL RESPONSE TO SYRIAN DISPLACEMENT: A PROFESSIONALIZING FIELD IN A POLITICIZED ENVIRONMENT

Elizabeth Buckner

Mozynah Nofal

CHAPTER 3: TEACHER PREPARATION, CLASSROOM PEDAGOGY, AND THE REFUGEE CRISIS IN NATIONAL EDUCATION SYSTEMS

Alexander W. Wiseman

Ericka Galegher



CHAPTER 4: CREATING A REFUGEE SPACE IN THE CANADIAN SCHOOL CONTEXT: THE APPROACH OF AN INCLUSIVE SOCIETY

Ratna Ghosh

Domenique Sherab

Maihemuti Dilimulati

Narjes Hashemi



CHAPTER 5: A COMPARATIVE POLICY ANALYSIS OF THE COMPREHENSIVE REFUGEE RESPONSE FRAMEWORK IN UGANDA AND KENYA

Tshegofatso Thulare

Christin Spoolstra

Eileen Dombrowski

Rachel Jordan

Rehemah Nabacwa.

PART 2: Local Adaptations for Refugees’ Educational Transitions

CHAPTER 6: FEMALE REFUGEES TRANSITIONS INTO HIGHER EDUCATION: COMPARATIVE PERSPECTIVES FROM GERMANY, EGYPT, AND KYRGYZSTAN

Lisa Damaschke-Deitrick,

Ericka Galegher

Maureen F. Park

CHAPTER 7: EMERGENCY EDUCATION FOR ROHINGYA REFUGEE CHILDREN IN BANGLADESH: AN ANALYSIS OF THE POLICIES, PRACTICES, AND LIMITATIONS

Mahbub Alam Prodip

Johanna Garnett

CHAPTER 8: IMMIGRANT LATINA YOUTH AND THEIR EDUCATION EXPERIENCE IN THE UNITED STATES

Gabrielle Oliveira

Mariana Lima Becker

CHAPTER 9: TEACHER PROFESSIONAL DEVELOPMENT IN CRISIS CONTEXTS: TEACHERS’ REFLECTIONS AND STORIES OF CHANGE IN KAKUMA REFUGEE CAMP

Mary Mendenhall

Arianna Pacifico

Shenshen Hu

CHAPTER 10: "WHOSE KNOWLEDGE?" PUTTING POLITICS BACK INTO CURRICULUM CHOICES FOR REFUGEES

Jo Kelcey

LIST OF CONTRIBUTORS

Über Autor(innen)

Alexander W. Wiseman, PhD, is a professor of Educational Leadership Policy at Texas Tech University, USA.
Lisa Damaschke-Deitrick, PhD, is a professor of Comparative & International Education at Lehigh University, USA.
Ericka Galegher, PhD, is an independent researcher affiliated with Lehigh University, USA.
Maureen F. Park is a PhD candidate in Comparative & International Education at Lehigh University, USA.