Since 2014, the international community has felt overwhelmed by refugees and asylum seekers searching for opportunities in which to rebuild their lives. Indeed, large numbers can result in turmoil and concern in resettlement countries and with national citizens. A climate of fear can result, especially if perpetuated by politicians and media that suggest negative effects resulting from immigration.
Caught in the crossfire of social and political disagreements about migration are children, most of whom are not included in decisions to leave their homelands. This edited book examines their academic challenges from the perspective of the six English-speaking refugee resettlement countries. Our hope is not only to compare challenges, but also to describe successes by which teachers and policymakers can consider new approaches to help refugee and asylum-seeking children.
Educational Policies and Practices of English-Speaking Refugee Resettlement Countries offers perspectives from established and new scholars examining educational situations for refugees and asylum seekers. The top three resettlement countries are the United States, Canada, and Australia. For its size, New Zealand is also proportionately a country of high resettlement. New to resettlement are the United Kingdom and the Republic of Ireland. Thus, this collection includes wisdom from countries that began resettlement during World War Two as well as newcomers to the process. In 2018, UNHCR numbers of displaced people reached a record high of 68.5 million. Policymakers, teachers, social service providers, and the general public need to understand ways to help resettled refugees become productive members in their new countries of residence.
Contributors are: Samantha Arnold, Asih Asikin-Garmager, Melanie Baak, Sally Baker, Zhiyan Basharati, Briana Byers, Merike Darmody, Lucia Dore, Ain A. Grooms, Maria Hayward, Asher Hirsch, Amanda Hiorth, Caroline Lenette, Leslie Ann Locke, Duhita Mahatmya, Jody L. McBrien, Rory Mc Daid, Helen Murphy, Tara Ross, Jan Stewart, and Elizabeth P. Tonogbanua.
Jody L. McBrien is a Full Professor in the College of Liberal Arts and Social Sciences at the University of South Florida. She has published over 30 journal articles, book chapters, and books since 2002 regarding refugee issues and education.
Table of contents
Preface Acknowledgements List of Figures and Tables Notes on Contributors
Introduction Jody L. McBrien
PART 1: Australasia
Stop Labeling Me as Traumatised or as Mentally Unwell – I am a Resilient Survivor: A Discussion of the Pathologising Effects of Trauma Labelling for Former Refugees in Contrast to a Strengths-based Settlement Programme Model Maria Hayward 2
Education of Resettled Refugees in Christchurch, New Zealand Zhiyan Basharati and Lucia Dore 3
Refugee Student Transitions into Mainstream Australian Schooling: A Case Study Examining the Impact of Policies and Practices on Students’ Everyday Realities Amanda Hiorth 4
Systemic Policy Barriers to Meaningful Participation of Students from Refugee and Asylum Seeking Backgrounds in Australian Higher Education: Neoliberal Settlement and Language Policies and (Deliberate?) Challenges for Meaningful Participation Caroline Lenette, Sally Baker and Asher Hirsch
PART 2: North America
Community Initiatives to Support Refugee Youth: A Manitoba Perspective Jan Stewart 6
In the Era of Bans and Walls: The Integration of Education and Immigration Policy and the Success of Refugee Students Asih Asikin-Garmager, Duhita Mahatmya, Leslie Ann Locke and Ain A. Grooms 7
Utilising Digital Storytelling as a Way to Understand the Complexities of the Haitian Refugee Transmigration Experience Elizabeth Paulsen Tonogbanua 8
Expanding Educational Access to Create Self-Sufficiency: The Post-Secondary Educational Experiences of Resettled Refugees in Florida Tara Ross, Jody L. McBrien and Briana Byers
PART 3: Europe
Refugee Children and Young People in Ireland: Policies and Practices Merike Darmody and Samantha Arnold 10
Smoothing the Bumpy Road? An Examination of Some Targeted Initiatives for the Education of Refugee and Minority Ethnic Children and Young People in Ireland Rory Mc Daid 11
An Underclass of ‘the Underclass’? Critically Assessing the Position of Children and Young Refugees in the UK Educational System during a Time of Austerity Helen Murphy 12
Schooling Displaced Syrian Students in Glasgow: Agents of Inclusion Melanie Baak
Conclusion Jody L. McBrien Index
Anyone interested in supporting the education of refugee and other immigrant students from interdisciplinary perspectives: academics, researchers, practitioners, teachers, social workers, and policymakers.