Educating Refugee-background Students

Shawna Shapiro is an Associate Professor of Writing and Linguistics at Middlebury College, Vermont, USA, where she also directs the Writing and Rhetoric Program. Her research interests include transitions from secondary to postsecondary education, innovations in teaching writing to multilingual students, and other asset-oriented approaches to teaching and research with linguistically diverse college students. In addition to her scholarly work, she is involved in local initiatives benefitting English learners in her community.Raichle Farrelly is an Assistant Professor in the Applied Linguistics Department and MA TESOL Program at Saint Michael’s College, Vermont, USA. She is a teacher educator and researcher with a focus on L2 teacher education, reflective teaching, and teaching English to adult refugee-background students. Her first co-authored book, published by TESOL Press, focuses on how instructors can support international students in higher education settings.Mary Jane Curry is Associate Professor, Department of Teaching and Curriculum, Warner Graduate School of Education, University of Rochester, New York, USA, where she also directs the Writing Support Services. She is co-editor of TESOL Quarterly’s Brief Research Reports section and Multilingual Matters’ series, Studies in Knowledge Production and Participation. Her research focuses on access to academic writing and knowledge production by scholars and students using English as an additional language.

• Introduction SECTION ONE: LANGUAGE AND LITERACYChapter 1. Christopher Browder: Recently Resettled Refugee Students Learning English in U.S. High Schools: The Impact of Students’ Educational Backgrounds Chapter 2. Bryan Ripley Crandall: “History Should Come First”: Perspectives of Somali-born, Refugee-background Male Youth on Writing in and out of SchoolChapter 3. Koeun Park and Verónica Valdez: Translanguaging Pedagogy to Support the Language Learning of Older Nepali-Bhutanese AdultsChapter 4. Delila Omerbašić: Girls with Refugee Backgrounds Creating Digital Landscapes of Knowing Chapter 5. Katerina Nakutnyy and Andrea Sterzuk: Sociocultural Literacy Practices of a Sudanese Mother and Son in CanadaChapter 6. M. Kristiina Montero: Narratives of Trauma and Self-healing Processes in a Literacy Program for Adolescent Refugee Newcomers”Chapter 7. Anne Dahl, Anna Krulatz, and Eivind Torgersen: The Role of English as a Foreign Language in Educating Refugees in Norway SECTION TWO: ACCESS AND EQUITYChapter 8. Amanda Hiorth and Paul Molyneux: Bridges and Barriers: Karen Refugee-background Students' Transition to High School in AustraliaChapter 9. Amadu Khan: Educating Refugees through “Citizenship Classes and Tests”: Integration by Coercion or Autonomous Agency?Chapter 10. Erin Papa: Using Photovoice with Cambodian and Guatemalan Youth to Uncover Community Cultural Wealth and Influence Policy ChangeChapter 11. Eva Holmkvist, Kirk Sullivan, and Asbjørg Westum: Swedish Teachers’ Understandings of Post Traumatic Stress Disorder among Adult Refugee-background Learners Chapter 12. Annette Korntheuer, Maren Gag, Phillip Anderson, and Joachim Schroeder: Education of Refugee-background Youth in Germany: Systemic Barriers to Equitable Participation in the Vocational Education SystemChapter 13. Amy Pucino: Iraqi Refugee-background Adolescents’ Experiences in Schools: Using the Ecological Theory of Development to Understand DiscriminationChapter 14. Eliana Hirano: Besides a Degree, What Do Refugee-background Students Gain from College? Chapter 16. Martha Bigelow: Afterword

In these pages, socially aware academics have integrated educational and social issues, attending consciously to refugees as whole people. The editors and authors understand how the educational concerns of refugees are inseparable from their political, geographic, cultural and psychological contexts, and are to be commended for producing this worthwhile volume.