Schooling for Refugee Children is a collaboration between five authors who explore their interactions with refugee children displaced from Syria to the Lebanese borders and London. Through a programme of carefully tailored research activities, they analyse the children’s representations of their personal journeys and current circumstances, especially with regard to ongoing schooling. The children’s experiences are expressed through their own words and drawings, disrupting the stereotype of children as ‘receivers’ rather than empowered actors, and challenging traditional solutions for improving schooling. Throughout, the children are eloquent about their schooling in the context of displacement. Their views and illustrations depict a keen awareness of social justice issues, including on the distribution of wealth, recognition of status and representation of voice. These are framed by the authors within Nancy Fraser’s concept of social justice as parity-of-participation. In this way, the book brings to light important representations of some empowering experiences lived through by refugee children from Syria, as well as their thoughts on what has helped their learning and what can be done better. The children’s need for care and a sense of belonging in their schools and new communities is given particular emphasis throughout the book, represented by one child, who simply requested, ‘Add some more love!’
Praise for Schooling for Refugee Children
‘this book demonstrates… that creating a community of love and care can have a transformative impact in refugee children’s rehabilitation and representation in education.’
British Journal of Educational Studies
Mục lục
List of figures and tables
Abbreviations
Authors’ note on pictures of children’s writing
Foreword
Sarah Dryden-Peterson
Acknowledgements
1 Purposes of representing children’s experiences
2 Social justice in displaced children’s schooling: Children representing experiences
3 Primary schooling and the UN’s Sustainable Development Goals
4 Vulnerable displaced Syrian children’s representations: Case study 1 5 Representations of Syrian refugee children in an Inner London school: Case study 2
6 Fighting to keep Syrian refugee children in North Lebanon learning during school closures: Case study 3
7 Refugee children’s experiences during closures, crises and COVID
8 Transforming mainstream education to empower displaced children
References
Index
Giới thiệu về tác giả
Jasmine Costello is a project manager at Student Achievement Partners where she designs resources and professional learning for teachers that centre on marginalised perspectives and seeks to increase equitable educational opportunities in the US. She was previously an elementary teacher at the School District of Philadelphia and has worked in school-based non-profit management roles. She is delighted to be involved with this project and to learn from the incredible researchers, teachers and students at the MAPS schools.
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