Educational Cultural Brokers and the School Adaptation of Refugee Children and Families: Challenges and Opportunities

2011 ◽  
Author(s):  
Sophie Yohani
Keyword(s):  
Refugee Children ◽  
Children And Families ◽  
Cultural Brokers ◽  
School Adaptation ◽  
Challenges And Opportunities

Refugee Children and Parental Involvement in School Education

2018 ◽  
pp. 139-161
Author(s):  
Zlata Kovacevic ◽  
Barbara Klimek ◽  
Iris Sharon Drower
Keyword(s):  
Elementary School ◽  
School District ◽  
Culturally Responsive ◽  
Refugee Children ◽  
Program Model ◽  
Children And Families ◽  
Elementary School District ◽  
Refugee Students ◽  
Refugee Education ◽  
Over Time

While much has been achieved in this country to bring about equality for many groups, for refugees it has been a struggle. This chapter explores the state of refugee education in terms of definition and impact for children and families, including coordination constraints. It provides a program-model for working with refugee students and their families within a culturally responsive partnership at Washington Elementary School District, Arizona, USA. In addition, challenges are addressed leading to constant adapting, changing, and improving the program model over time based on the needs of the refugee students and their families.

Teachers Working With Refugee Children and Families

2020 ◽  
pp. 219-244
Author(s):  
Martha Allexsaht-Snider ◽  
Elif Karsli-Calamak ◽  
Mana Ece Tuna
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Lessons Learned ◽  
Refugee Children ◽  
Project Implementation ◽  
Children And Families ◽  
Learning Spaces ◽  
Refugee Status ◽  
Development Of Competencies

In this chapter, the authors tell the story of the GÖÇ-MAT project in Turkey, a two-year professional learning project designed to foster early childhood education teachers' development of competencies for teaching students with refugee status. The authors elucidate the different aspects of the GÖÇ-MAT project implementation and some of their findings from the research with teachers and with families having refugee status. Their goal, then, is to provide a possible roadmap for programs of professional learning in other settings around the globe. The authors hope to motivate other educators to take inspiration from the lessons learned in the GÖÇ-MAT project in Turkey to create professional learning spaces for teachers adapted to the unique contexts in which they are working. These professional learning spaces can support teachers' development of new ways to provide inclusive and equitable quality education for students with refugee or migrant statuses.

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