ERG SES D 07, Pedagogy and Education
Refugee studies in education is considered a new field, with the majority of international scholarship specific to refugees emerging within the last fifteen years. Historically in educational research, refugees have been subsumed within the categories of immigrants, generally, and English as a Second Language (ESL) groups specifically. While refugee students do share characteristics with immigrant and ESL groups, they also exhibit unique characteristics including but not limited to trauma and patterns of migration. Confounding these characteristics, is the historical, ideological, and oftentimes exclusionary patterns of the United Nations High Commissioner for Refugees (UNHCR) definition of refugees. The growing body of literature that specifically addresses refugees as a unique group rarely questions the political dimensions of the UNHCR and its latent influences on the pedagogy and practice of teachers of refugee students. With the continuing rise of displacement globally, frequently leading to refugee status, it is imperative for educational scholars to interrogate the origins of the contemporary refugee designation and the populations and interests it was meant to serve, while also examining current international perspectives on who should be included under the category of “refugee” and how those practices of inclusion/exclusion interface with national ideologies, particularly the countries represented in the United Nations security council. An analysis of the term “refugee” will help guide the educational theories driving instructional practices, programmatic and curricular design, and the aims of educating refugees.
Betts, A., Loescher, G., & Milner, J. (2008). UNHCR: The politics and practice of refugee protection (2nd ed.). New York, NY: Routledge. Fasulo, L. (2009). An insider’s guide to the UN (2nd ed.). New Haven: CT: Yale University Press. Gibney, M. J., & Hansen, R. (Eds.). (2005). Immigration and asylum: From 1900 to the present. Santa Barbara: CA. McCarthy, F. E., & Vickers, M. H. (Eds.). (2012). Refugee and immigrant students: Achieving equity in education. Charlotte: NC: Information Age Publishing, Inc. Pinson, H., & Arnot, M. (2010). Local conceptualisations of the education of asylum‐seeking and refugee students: from hostile to holistic models. International Journal of Inclusive Education, 14(3), 247–267. Pinson, H., Arnot, M., & Candappa, M. (2010). Education, asylum and the “non-citizen” child: The politics of compassion and belonging. London, UK: Palgrave Macmillan. Rutter, J., & Jones, C. (Eds.). (1998). Refugee education: Mapping the field. Staffordshire: UK: Trentham Books.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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