Refugee Education in Canada
Navigating the Politics of Belonging
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- Description
- Contents
- About
Refugee Education in Canada is a timely exploration of the politics of belonging, complexities, challenges and successes that contextualize refugee education in publicly funded K-12 education.
This Canadian perspective explores the convergences and divergences of refugee education policies, practices, discourses, and narratives informing supporting refugee child and youth integration into education by offering insights to how these various factors shape refugee access to education. Drawing on the perspectives of diverse voices advocating for refugee educational structures that are antiracist, culturally responsive, trauma-informed and grounded in the lived experiences of refugee students, parents and communities, this volume provides recommendations for shifts in policy and practice for teacher candidates, in-service teachers, social workers, settlement workers, administrators, and provincial and territorial policymakers.
Refugee Education in Canada is a much-needed project to ensure that faculties of education, school boards and policy making bodies are responsive to the unique needs of refugee students as Canadian schools support significant refugee student populations, particularly in urban areas.
Introduction – Refugee Education in Canada: Belonging in an Era of Displacement; Zuhra Abawi, Nidhi Menon, Sofia Noori, Alana Butler, and Hassina Alizai
- Chapter 1. From Silence to Self-Advocacy: Re-Centering the Voices of Refugee Youth in Canadian Classrooms; Nesreen ElKord
- Chapter 2. Reimagining Refugee Childhoods: Disrupting the Politics of Belonging in Canadian Classrooms; Nidhi Menon
- Chapter 3. Countering Hate in Canadian Schools: Anti-Refugee Rhetoric, Anti-Black Racism, and the Politics of Belonging; Patricia Bailey-Brown
- Chapter 4. Addressing the Social Realities of Refugee Students in New Brunswick: It is Time to AACT; Lyle Hamm, Manju Varma, Meera Joshi, Amber Bishop, Sasha V. Nandlal, Nidhi Menon, Katharine Hartnett, and Zyrene L. Estallo
- Chapter 5. Refugee Stereotypes in Teacher Education: Towards a Critical Migration Literacy (CML); Fatima Fakih
- Chapter 6. From Margin to Model: Reframing Inclusion in Adult and Post-Secondary ESL through ASFM Educator Narratives; Dima Zaid-Kilani
- Chapter 7. Incorporating Misfits and Animating Interdependencies in Revolting Times; Maria Karmiris
- Chapter 8. Reimagining Refugee Childhoods: From Settler Conscription to Relational Ways of Welcome and Belonging; Daniela Bascuñán
- Chapter 9. Supporting Refugee-Background Students' Engagement with Difficult Knowledge through Picturebooks; Thursica Kovinthan Levi
- Chapter 10. Newly Qualified Teachers Fostering Inclusive Education for Their Refugee Students: A Critical Children’s Rights Studies and Critical Multicultural Education Perspective; Dustin Ciufo and Mehmood Kohistani
- Chapter 11. Unveiling Voices and Reimagining Belonging: Syrian Refugee Children’s Digital Stories as Counter-Narratives in Ontario K-12 Schooling; Safra Najeemudeen
- Chapter 12. Beyond Survival: Centering an Anti-Colonial, Anti-Orientalist and Trauma Informed Approach for Muslim Refugee Students; Zainab Zafar, Nadia Bhabha, and Khadija Hammuda
- Chapter 13. Sustaining Spaces: Culturally Centring Pedagogies for Students with Refugee Experiences; Amrit Cojocaru
- Chapter 14. Refugee Students’ School Journeys: Belonging, Barriers, and Becoming in Ontario, Canada; Sohaila Isaqzai, Bree Akesson, and Karen M. Frensch
- Belonging and Un-Belonging: Concluding Thoughts and Future Directions; Nidhi Menon and Zuhra Abawi
Zuhra Abawi was an Assistant Professor (Teaching Stream) at York University’s Faculty of Education, Canada, and is Associate Professor at Western University in the Faculty of Education.
Nidhi Menon is an Assistant Professor in the Faculty of Education at the University of New Brunswick, Canada.
Sofia Noori is an Assistant Professor in the Department of Curriculum and Pedagogy at the University of British Columbia’s Faculty of Education, Canada.
Alana Butler is an Associate Professor in the Faculty of Education at Queen’s University, Canada.
Hassina Alizai is a certified K–12 educator (OCT), researcher, and advocate committed to equity, inclusion, and anti-oppressive education.