Light Through a Prism
Social Justice Teaching for Refugee and Displaced Students
Published on 20. March 2024
Book
Hardback
134 pages
978-1-4758-7058-9 (ISBN)
Description
Before the COVID-19 pandemic surged across the globe, several decades of unprecedented population shifts created a worldwide "asylum crisis" that impacted millions of children and the educators that support them worldwide (Pinson & Arnot, 2007). Pandemic-era teaching, with all of its challenges, arrived on the heels of massive refugees' resettlement across communities in the U.S. Light Through a Prism explores stories of K-12 educators committed to social justice pedagogy, especially with refugee and displaced students, as they navigate the complexities of pandemic-era schooling. It raises awareness of these students' unique strengths and needs and focuses on the personal and professional knowledge, skills, and resources upon which educators draw.
Reviews / Votes
As political, economic, environmental, and other forms of turmoil escalate global refugee and displacement crises, especially for children, few interventions offer as much hope as nuanced portraits of teachers diving in courageously, compassionately, and with insightful self-reflection to teach and support such students. In Light through a Prism, Rodriguez and colleagues offer precisely such stories alongside conceptual tools for naming this moment and inquiring about what it means for every one of us to support refugee and displaced students in schools and beyond. -- Kevin Kumashiro, author of 'Bad Teacher! How Blaming Teachers Distorts the Bigger Picture' Light Through a Prism is a must-read for any teacher who works with refugee or displaced students. As educators, we must always strive to do our best for students, and that involves reflecting on our own privilege to be able to advocate for all students. We are all able to see ourselves in the stories told, lessons learned, and challenges overcome by the teachers in this book. -- Caitlyn Wilbur, BBE High School Today, more than ever, educators need guidance on how best to support displaced student populations. Light Through a Prism reaffirms that professional learning which models intentional interactions for English learners will build more equitable schools and communities. This text offers a guiding light for educators as a tool for considering how to meet their students' unique cultural and linguistic needs. -- Megan Evangeliste, Pittsburgh Public Schools, ESL Instructional SpecialistMore details
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Target group
Professional and scholarly
Illustrations
10 Textboxes
Dimensions
Height: 235 mm
Width: 157 mm
Thickness: 12 mm
Weight
356 gr
ISBN-13
978-1-4758-7058-9 (9781475870589)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Terri L. Rodriguez | Laura Mahalingappa | Ayan Amoud Omar
Light Through a Prism
Social Justice Teaching for Refugee and Displaced Students
E-Book
04/2024
1st Edition
Rowman & Littlefield Publishers
€26.99
Available for download
Persons
Terri L. Rodriguez, PhD, is professor of education and former secondary English teacher at the College of St. Benedict and St. John's University in St. Joseph, Minnesota. Her research explores issues of social justice, equity, and diversity in schools.
Laura Mahalingappa, PhD, is an associate professor of applied linguistics and language education at the University of Maryland. Her teaching and research focuses on the language and education and teacher preparation for marginalized learners.
Lauren Ergen teaches English to multilingual students at Apollo High School in Saint Cloud, Minnesota. Her students are primarily individuals who recently arrived in the United States, and who have limited or interrupted formal education in their background.
Jennifer L. Meagher, EdD, is currently a director of student teaching at the College of Saint Benedict and Saint John's University and was formerly a middle and high school principal and English teacher. Her professional focus is on the development of educators who tap into their identity and values to teach equitably, authentically, and lovingly.
Odeese M. Ghassa-Khalil, EdD, is a community cultural consultant in Pittsburgh, Pennsylvania. She completed her doctorate in instructional technology and leadership from Duquesne University and has been an Arabic teacher and educational advocate.
Ayan Omar, M.A, is the Director of Equity Services and former high school teacher at St. Cloud Area School District in St. Cloud, Minnesota. Her efforts in educational equity and community advocacy create improved connections and informed opportunities for a growing diverse community in Central Minnesota.
Laura Mahalingappa, PhD, is an associate professor of applied linguistics and language education at the University of Maryland. Her teaching and research focuses on the language and education and teacher preparation for marginalized learners.
Lauren Ergen teaches English to multilingual students at Apollo High School in Saint Cloud, Minnesota. Her students are primarily individuals who recently arrived in the United States, and who have limited or interrupted formal education in their background.
Jennifer L. Meagher, EdD, is currently a director of student teaching at the College of Saint Benedict and Saint John's University and was formerly a middle and high school principal and English teacher. Her professional focus is on the development of educators who tap into their identity and values to teach equitably, authentically, and lovingly.
Odeese M. Ghassa-Khalil, EdD, is a community cultural consultant in Pittsburgh, Pennsylvania. She completed her doctorate in instructional technology and leadership from Duquesne University and has been an Arabic teacher and educational advocate.
Ayan Omar, M.A, is the Director of Equity Services and former high school teacher at St. Cloud Area School District in St. Cloud, Minnesota. Her efforts in educational equity and community advocacy create improved connections and informed opportunities for a growing diverse community in Central Minnesota.
Content
Dedication
Foreword
Introduction
Chapter 1. Issues Surrounding Refugee and Displaced Students
Chapter 2. Critical Consciousness and White Saviorism in Teacher Narratives
Chapter 3. Changemaking and Resisting
Chapter 4. Empathy and Agency
Chapter 5. Vulnerability and Overcoming Challenges
Chapter 6. Building Classroom Community and Advocacy
Chapter 7. Recommendations for Supporting Educators of Refugee and Displaced Students
About the Author
Foreword
Introduction
Chapter 1. Issues Surrounding Refugee and Displaced Students
Chapter 2. Critical Consciousness and White Saviorism in Teacher Narratives
Chapter 3. Changemaking and Resisting
Chapter 4. Empathy and Agency
Chapter 5. Vulnerability and Overcoming Challenges
Chapter 6. Building Classroom Community and Advocacy
Chapter 7. Recommendations for Supporting Educators of Refugee and Displaced Students
About the Author