Comparative Perspectives On Refugee Youth Education: Dreams And Realities In Educational Systems Worldwide (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. Following the introduction, "The Contested Expectations of Education as a Panacea for Refugee Transitions" by Alexander W. Wiseman, Lisa Damaschke-Deitrick, Ericka Galegher, and Maureen F. Park, this book contains the following chapters: (1) Education as a Panacea for Refugee Integration? Evidence from Germany and the United States (Lisa Damaschke-Deitrick and Elizabeth Bruce); (2) The Educational Response to Syrian Displacement: A Professionalizing Field in a Politicized Environment (Elizabeth Buckner and Mozynah Nofal); (3) Teacher Preparation, Classroom Pedagogy, and the Refugee Crisis in National Education Systems (Alexander W. Wiseman and Ericka Galegher); (4) Creating a Refugee Space in the Canadian School Context: The Approach of an Inclusive Society (Ratna Ghosh, Domenique Sherab, Maihemuti Dilimulati, and Narjes Hashemi); (5) A Comparative Policy Analysis of the Comprehensive Refugee Response Framework in Uganda and Kenya (Tshegofatso Thulare, Christin Spoolstra, Eileen Dombrowski, Rachel Jordan, and Rehemah Nabacwa); (6) Female Refugees Transitions into Higher Education: Comparative Perspectives from Germany, Egypt, and Kyrgyzstan (Lisa Damaschke-Deitrick, Ericka Galegher, and Maureen F. Park); (7) Emergency Education for Rohingya Refugee Children in Bangladesh: An Analysis of the Policies, Practices, and Limitations (Mahbub Alam Prodip and Johanna Garnett); (8) Immigrant Latina Youth and their Education Experience in the United States (Gabrielle Oliveira and Mariana Lima Becker); (9) Teacher Professional Development in Crisis Contexts: Teachers' Reflections and Stories of Change in Kakuma Refugee Camp (Mary Mendenhall, Arianna Pacifico, and Shenshen Hu); and (10) "Whose Knowledge?" Putting Politics back into Curriculum Choices for Refugees (Jo Kelcey) Cover 1 Half Title 2 Series Page 3 Title 4 Copyright 5 Contents 6 Acknowledgments 8 Introduction: The Contested Expectations of Education as a Panacea for Refugee Transitions 10 PART 1 Global Policy Expectations for Refugees’ Educational Transitions 34 1 Education as a Panacea for Refugee Integration? Evidence From Germany and the United States 36 2 The Educational Response to Syrian Displacement: A Professionalizing Field in a Politicized Environment 62 3 Teacher Preparation, Classroom Pedagogy, and the Refugee Crisis in National Education Systems 84 4 Creating a Refugee Space in the Canadian School Context: The Approach of an Inclusive Society 111 5 A Comparative Policy Analysis of the Comprehensive Refugee Response Framework in Uganda and Kenya 140 PART 2 Local Adaptations for Refugees’ Educational Transitions 164 6 Female Refugees’ Transitions Into Higher Education: Comparative Perspectives From Germany, Egypt, and Kyrgyzstan 166 7 Emergency Education for Rohingya Refugee Children in Bangladesh: An Analysis of the Policies, Practices, and Limitations 200 8 Immigrant Latina Youth and Their Education Experiences in the United States 229 9 Teacher Professional Development in Crisis Contexts: Teachers’ Reflections and Stories of Change in Kakuma Refugee Camp 254 10 “Whose Knowledge?” Putting Politics Back Into Curriculum Choices for Refugees 280 List of Contributors 301 Index 309 Using comparative, cross-national perspectives, this volume critically analyzes the educational structures, policies, and practices intended to support refugee youths' transition from conflict and post-conflict zones to mainstream classrooms and schools in their receiving countries.