8 Rethinking Inclusion: A Case Study of an Innovative University Diploma Programme for Refugee Students in Grenoble (France)

2021 ◽  
pp. 131-146
Author(s):  
Stéphanie Galligani ◽  
Diana-Lee Simon
Keyword(s):  
Refugee Students

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.

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 Exploring the Use of Bibliotherapy With English as a Second Language Students

2019 ◽  
Vol 12 (7) ◽  
pp. 98
Author(s):  
Eliana M. Rubio Cancino ◽  
Claudia P. Buitrago Cruz
Keyword(s):  
Single Case ◽  
Analysis Data ◽  
Traumatic Experiences ◽  
After School ◽  
Esl Students ◽  
School Program ◽  
Refugee Students ◽  
After School Program ◽  
Trauma Healing

Studies in trauma healing and teaching ESL students have been done before. In addition, bibliotherapy has been used in educational and psychological disciplines. However, there are few studies that explore the use of bibliotherapy and trauma healing in ESL refugee students. My objective for this study was to explore bibliotherapy to see what experiences/stories surfaced from students’ lives and what connections/ reflections students made to the books we read in the bibliotherapy sessions. This was a qualitative single case study; I observed and worked with a group of ESL refugee students in an after-school program. However, for this study I followed the progress of one student over our bibliotherapy sessions. I used observations, interviews and artifacts analysis. Data was collected, triangulated and coded. I found out that the student Identified herself to some degree with the texts read during our bibliotherapy sessions. However, stories from past traumatic experiences surfaced during oral discussions but became more visible whenever she was writing.

scholarly journals Which Person Is Presumed to Fit the Institution? How Refugee Students’ and Practitioners’ Discursive Representations of Successful Applicants and Students Highlight Transition Barriers to German Higher Education

2020 ◽  
pp. 211-227
Author(s):  
Jana Berg
Keyword(s):  
Higher Education ◽  
Structural Characteristics ◽  
Individual Characteristics ◽  
Access To Higher Education ◽  
Refugee Students ◽  
Program Coordinators ◽  
Qualitative Social Research ◽  
Institutional Settings ◽  
Academic Practices

Abstract During recent years, German higher education institutions implemented a variety of support programs for refugees on their way to higher education. This newly highlighted questions of widening participation and informal as well as formal access barriers to higher education. This paper looks into discourses on successful students as a form of knowledge that implicitly highlights transition barriers to higher education. The qualitative study is based on expert interviews with teachers, program coordinators and student counsellors as well as interviews with prospective refugee students in a case study of a preparatory college (‘Studienkolleg’) and a university in a case study of one city in Germany. They are analysed using Keller’s (Forum qualitative Sozialforschung/Forum Qualitative Social Research 8(2), Art. 19:1–32, 2007) approach to discourse analysis. The paper describes personal, institutional and structural characteristics of ideal higher education transitions. Institutional presuppositions and assumptions about individual characteristics, the social organisation of time, academic practices and knowledges as well as discursively represented norms are discussed as crucial factors influencing higher education transitions. The paper ends with a working hypothesis on the influence of discourses on transitions and recommends that institutional settings should develop more awareness of and adapt to diverse applicants and students in order to widen access to higher education.

scholarly journals “It’s Just Not What We See”

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Christine Mayor
Keyword(s):  
School District ◽  
Social Workers ◽  
Qualitative Case Study ◽  
Developmental Needs ◽  
Teacher Interviews ◽  
Refugee Students ◽  
General Trauma ◽  
Trauma Training ◽  
Educational Environments

There is a growing interest in the provision of trauma interventions in schools, including support for refugees being educated in Canada. Very little research, however, has explored trauma training for those working in schools, particularly from the perspective of teachers. This qualitative case study focused on one school district in a mid-sized city in southwestern Ontario, Canada, examining perspectives on existing trauma training held for teachers who work with Syrian refugee students. Results from seven teacher interviews suggest that social workers must be careful not to slot teachers into pre-existing general trauma training, but must design specific trainings that consider the setting, developmental needs, and forms of trauma unique to war, displacement, and resettlement stressors in order for the trainings to be most helpful to teachers. Further research from the perspective of teachers, as well as Syrian students, is needed in order to create more equitable educational environments.

‘Feeling at home away from home?’ Social participation of refugee students in Cyprus: A mixed methods case study design

2020 ◽  
Author(s):  
Lambri Trisokka ◽  
Leslie Gautsch ◽  
Christoforos Mamas
Keyword(s):  
Public Schools ◽  
Mixed Methods ◽  
Social Participation ◽  
Refugee Children ◽  
School Life ◽  
Host Countries ◽  
Refugee Students ◽  
Mixed Methods Case Study ◽  
Inclusive School

Abstract In the context of increasing numbers of refugee students being integrated into the national school system of host countries globally, the necessity of inclusive school environments for these students is growing. Yet schools may not be well prepared and supported to meet the unique needs of refugee students, who may struggle to adjust to their new reality. In this paper, we present the results of a mixed methods case study that explored aspects of the social participation experiences of three Syrian refugee siblings in a public elementary school in Cyprus, as a telling case for the struggles of refugee children to socially participate with their peers in asylum-country public schools. Social network and interview data were collected to examine how effectively the three refugee siblings participate in school life and the factors that may hinder their social participation. The findings are fairly worrisome, as the three refugee siblings were found to maintain a lower social participation status than their non-refugee peers.

scholarly journals Community Building in Times of Pandemic: University Camilo José Cela, Spain

2021 ◽  
pp. 261-276
Author(s):  
Miguel Ángel Pérez Nieto ◽  
Nieves Segovia Bonet ◽  
Ignacio Sell Trujillo ◽  
Carlota Tovar Pérez
Keyword(s):  
Social Impact ◽  
Private University ◽  
Bachelor's Degree ◽  
Pedagogical Innovation ◽  
Refugee Students ◽  
Camilo Jose Cela ◽  
Education Group ◽  
Sharing Values ◽  
The University

AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.

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