Educating Refugee-background Students: Critical Issues and Dynamic Contexts

Shawna Shapiro; Raichle Farrelly; Mary Jane Curry; Bryan R Crandall; Bryan Ripley Crandall

Educating Refugee-background Students: Critical Issues and Dynamic Contexts

Shawna Shapiro, Raichle Farrelly, Mary Jane Curry, Bryan R Crandall, Bryan Ripley Crandall

Fairfield University

Fairfield University

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Bryan Ripley Crandall is a contributing author, "History should come first”: Perspectives from Somali-born, refugee-background youth on writing in and out of school."

Book description:

This collection of empirical work offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.

Original language	American English
Title of host publication	Educating Refugee-background Students: Critical Issues and Dynamic Contexts
State	Published - Jan 1 2018

Disciplines

Education

Cite this

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title = "Educating Refugee-background Students: Critical Issues and Dynamic Contexts",

abstract = " Bryan Ripley Crandall is a contributing author, {"}History should come first”: Perspectives from Somali-born, refugee-background youth on writing in and out of school.{"} Book description: This collection of empirical work offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.",

author = "Shawna Shapiro and Raichle Farrelly and Curry, \{Mary Jane\} and Crandall, \{Bryan R\} and \{Ripley Crandall\}, Bryan",

year = "2018",

month = jan,

day = "1",

language = "American English",

booktitle = "Educating Refugee-background Students: Critical Issues and Dynamic Contexts",

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AU - Shapiro, Shawna

AU - Farrelly, Raichle

AU - Curry, Mary Jane

AU - Crandall, Bryan R

AU - Ripley Crandall, Bryan

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Bryan Ripley Crandall is a contributing author, "History should come first”: Perspectives from Somali-born, refugee-background youth on writing in and out of school." Book description: This collection of empirical work offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.

AB - Bryan Ripley Crandall is a contributing author, "History should come first”: Perspectives from Somali-born, refugee-background youth on writing in and out of school." Book description: This collection of empirical work offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.

UR - https://digitalcommons.fairfield.edu/education-books/58

M3 - Chapter

BT - Educating Refugee-background Students: Critical Issues and Dynamic Contexts

ER -

Educating Refugee-background Students: Critical Issues and Dynamic Contexts

Abstract

Disciplines

Other files and links

Cite this