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This textbook serves as a guide for practitioners whose goal is to enhance refugee students' learning experiences. With millions of children globally in refugee or seeking asylum status, this volume is a must-read for every 21st century educator.
Often, refugee students have missed a substantial amount of schooling as a result of the disruptions in their home countries and transit through refugee camps. Others have never been to school at any time. Refugees enter school with the same hopes and aspirations as other students, but they also confront serious challenges.
This textbook helps educators to restore hope through the following topics:
Each chapter includes points to ponder as educators work to apply the principles of restoring hope for refugee students and their families. This textbook also provides practical suggestions and case studies that will help educators to put theory into practice.
Teachers and professors who are passionate about honing their skills will find this book a comprehensive resource when displaced students enter their classrooms. This volume will also be of great interest to teacher-educators, pre-service teachers, educators serving in refugee camps and school administrators.
"This volume not only provides in-depth scholarly studies in the field of refugee education, but achieves the editors' aim of a comprehensive, sensitive and practical guide for all educators working with refugee students and their families. This reviewer recommends this volume wholeheartedly, and its message of hope, optimism and resilience is one we should all take to heart." (Amanda J. Haste, The Independent Scholar, August 23, 2024)
Thomas DeVere Wolsey, EdD, teaches graduate courses in research and literacy. He leads professional development for teachers in Egypt, Guatemala, Mexico, China, on the Hopi Reservation and throughout the United States, among other places. He is the author or co-author of eleven books for teachers and teacher educators with two more in development. Dr. Wolsey has developed training materials for the California Department of Education, TextProject, San Diego State University, and North County (San Diego) Beginning Teacher Support and Assessment Program. His specialties include exploring intersections of literacy and technology, middle grades and secondary literacy practices, teacher preparation, and green school design.
Ibrahim M. Karkouti, EdD, is an assistant professor in the Department of Educational Studies at the American University in Cairo. An independent thinker, a young scholar, and a life-long learner, his research focuses ondiversity issues in higher education, educational technology, refugee education, and the types of social support K-12 teachers need to implement reform.
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