This textbook serves as a guide for practitioners whose goal is to enhance refugee students' learning experiences. With millions of children globally in refugee or seeking asylum status, this volume is a must-read for every 21st century educator.

Often, refugee students have missed a substantial amount of schooling as a result of the disruptions in their home countries and transit through refugee camps. Others have never been to school at any time. Refugees enter school with the same hopes and aspirations as other students, but they also confront serious challenges.

This textbook helps educators to restore hope through the following topics:

• empowering refugees in school
• liberating structures in resettlement camps
• increasing opportunity at university
• designing compassionate pedagogies
• leveraging technology
• connecting the community
  Each chapter includes points to ponder as educators work to apply the principles of restoring hope for refugee students and their families. This textbook also provides practical suggestions and case studies that will help educators to put theory into practice.

Teachers and professors who are passionate about honing their skills will find this book a comprehensive resource when displaced students enter their classrooms. This volume will also be of great interest to teacher-educators, pre-service teachers, educators serving in refugee camps and school administrators.

Illustrates concepts of refugee education through case studies Provides specific examples of pedagogies for displaced students and the children of displaced persons Highlights how school leaders can support teachers to create hope

Autorentext

Thomas DeVere Wolsey, EdD, teaches graduate courses in research and literacy. He leads professional development for teachers in Egypt, Guatemala, Mexico, China, on the Hopi Reservation and throughout the United States, among other places. He is the author or co-author of eleven books for teachers and teacher educators with two more in development. Dr. Wolsey has developed training materials for the California Department of Education, TextProject, San Diego State University, and North County (San Diego) Beginning Teacher Support and Assessment Program. His specialties include exploring intersections of literacy and technology, middle grades and secondary literacy practices, teacher preparation, and green school design.

Ibrahim M. Karkouti, EdD, is an assistant professor in the Department of Educational Studies at the American University in Cairo. An independent thinker, a young scholar, and a life-long learner, his research focuses ondiversity issues in higher education, educational technology, refugee education, and the types of social support K-12 teachers need to implement reform.

Inhalt

Introduction.-Part I: Restoring Hope in School.- Where Hope Flourishes: Teaching Refugee Children in Troubling Times; L. Kajee.- Restoring Hope in Resettlement: An Examination of the Role of Community-Led Educational Programming Initiatives; S. Namver, Y. Yildirim.- Compassionate Pedagogy: A Narrative-based Curriculum for Children Who Are Refugees; J. Sochacki, K. I. Case.- Refugees' Acclimatization and Learning: Educators' Creative Solutions; S. Oladipo, A. Handley, R. Lackey, J. Hallett.- Engaging Refugee Students in an Inclusive School Environment That Promotes Learning; Q. L. Robinson.- Leveraging Multiculturalism and Social Support: Helping Syrian Refugees in Lebanon; I. M. Karkouti.- Poetry "My Father Who..."; A. M. F. Tamayo.- Part II: Restoring Hope through Access and Acceptance in Higher Education.- How Teachers Can Improve the Experiences of Refugee Students with SEND with Higher Education Goals; D. De Araujo.- Higher Education in Refugee Camps via Collaborative Blended Learning: The Impact and Benefits for Refugees and their Student Tutors; P. O'Keeffe.- Cultivating Campus Belonging for Refugee College Students through Effective Academic and Social Integration; M. Elhess, J. Mahfouz, L. Summers.- The Pathway to Unlocking Refugees' Learning Potential: Current Challenges and Lifelong Learning Solutions; D. Mizza.- Poetry Northwood Bound, A.M.F. Tamayo.- Part III: Restoring Hope in the Community.- Promoting the Well-being of Asylum-seeking Refugee Children Within and Beyond the School Gates: Insights from the United Kingdom; M. Karakas, A. Hajar, H. Aydin.- Multicultural School Events: Possibilities and Pitfalls for Refugee Students and Their Families; T-A. Skrefsrud.- Poetry "Elegy to a Refugee Girl", A.M.F. Tamayo.- Part IV: Restoring Hope through Effective Leadership.- Education of Refugee Students: Social Justice Leadership and Ecology of Education; O. Caliskan, H. Buyukgoze.- Leadership for Refugee Education; B. Han, R. Tösten.- School Leadership Makes Hope Possible: Five Things School Administrators Can Do Right Now; T. D. Wolsey, I. M. Karkouti.- ** Poetry "The Big Blue Sky"; A.M.F. Tamayo.- Part V : Restoring Hope across Generations.- Fostering Hope Through Generations Overcoming Trauma; T.D. Wolsey.- Conclusion.