Alexander W. Wiseman is Professor of Educational Leadership & Policy in the College of Education and Director of the Center for Innovative Research in Change, Leadership, and Education (CIRCLE) at Texas Tech University, USA.Lisa Damaschke-Deitrick is a Senior Lecturer and Researcher at the Institute of Political Science at the University of Tübingen, Germany. Her research also examines education policies and programs for refugee and migrant students in secondary and higher education.

• Refugee and Forced Im/Migrant Educational Experiences across Time and Context: The Intersection of Determinism, Duration, and Mobility; Alexander W. Wiseman and Lisa Damaschke-Deitrick Part 1. Forced Im/Migration Shifts across Time and Context Chapter 1. Educational Aspirations among the Rohingyas: The Stateless in a Refugee Camp in India; Aratrika Bhadra Chapter 2. Children and Youth as ‘Agents’ in Displacement: Young Girls’ Stories of Motivation, Action, and Changes in Kakuma Refugee Camp; Jihae Cha and Minkyung Choi Chapter 3. Educational Navigation through Time and Space: Internally Displaced Persons in Iraq; Mariam Hassoun Chapter 4. Dreams of an Education from Tent Zero: A Case Study of Asylum Seeking Children Impacted by Migrant Protection Protocols at the U.S.-Mexico Border; Belinda Hernandez-Arriaga and Amy Argenal Chapter 5. What are Goals for the Integration of Immigrants through Education: A Comparative Analysis of Policies in Berlin and California; Lana Apple Chapter 6. Shifting Aspirations: The Experience of Syrian Refugees in Adult Education in Quebec; Arianne Maraj, Domenique Sherab, Milagros Calderon-Moya, and Ratna Ghosh Part 2. Post-Migration Contextual Effects Chapter 7. Exemplary Practices of New Zealand Teachers Preparing Refugee Students for Resettlement: The First Six Weeks; Jody McBrienChapter 8. Building Responsive Education Systems towards Multiple Disruptions in Refugee Education: Turkey and Germany as Cases; Abdullah Atmacasoy, Hanife Akar, and Ingrid Gogolin Chapter 9. Countering the Deficit: A Policy Critique of the Syrian Refugee Education Response in Turkey; Erin Sorensen Chapter 10. Journeys to Higher Education in Displacement: A Narrative Portrait of Syrian Refugees in Turkish Universities; Melissa Hauber-ÖzerChapter 11. A Multimodal Ehtnographic Approach: Exploring the Social and Educational Experience of Young Refugees and Asylum-Seekers; Mara Gabrielli and Jordi Pàmies Rovira Chapter 12. ‘I Feel Illiterate’: Challenges Facing Syrian Refugee Parents in the Educational System in Glasgow; Nihaya Jaber Chapter 13. Educational Participation, Self-Identification, and Linguistic Practices of Middle Eastern Refugee Youth in Canada; Dilek KayaalpChapter 14. ‘At First It Was Like a Bridge Closed from Both Sides’: Pre-Service Teachers Participate in a Drama-Based Project with Refugee Children; Magdalini Vitsou and Maria Papadopoulou

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Alexander W. Wiseman is Professor of Educational Leadership & Policy in the College of Education and Director of the Center for Innovative Research in Change, Leadership, and Education (CIRCLE) at Texas Tech University, USA.Lisa Damaschke-Deitrick is a Senior Lecturer and Researcher at the Institute of Political Science at the University of Tübingen, Germany. Her research also examines education policies and programs for refugee and migrant students in secondary and higher education.

• Refugee and Forced Im/Migrant Educational Experiences across Time and Context: The Intersection of Determinism, Duration, and Mobility; Alexander W. Wiseman and Lisa Damaschke-Deitrick Part 1. Forced Im/Migration Shifts across Time and Context Chapter 1. Educational Aspirations among the Rohingyas: The Stateless in a Refugee Camp in India; Aratrika Bhadra Chapter 2. Children and Youth as ‘Agents’ in Displacement: Young Girls’ Stories of Motivation, Action, and Changes in Kakuma Refugee Camp; Jihae Cha and Minkyung Choi Chapter 3. Educational Navigation through Time and Space: Internally Displaced Persons in Iraq; Mariam Hassoun Chapter 4. Dreams of an Education from Tent Zero: A Case Study of Asylum Seeking Children Impacted by Migrant Protection Protocols at the U.S.-Mexico Border; Belinda Hernandez-Arriaga and Amy Argenal Chapter 5. What are Goals for the Integration of Immigrants through Education: A Comparative Analysis of Policies in Berlin and California; Lana Apple Chapter 6. Shifting Aspirations: The Experience of Syrian Refugees in Adult Education in Quebec; Arianne Maraj, Domenique Sherab, Milagros Calderon-Moya, and Ratna Ghosh Part 2. Post-Migration Contextual Effects Chapter 7. Exemplary Practices of New Zealand Teachers Preparing Refugee Students for Resettlement: The First Six Weeks; Jody McBrienChapter 8. Building Responsive Education Systems towards Multiple Disruptions in Refugee Education: Turkey and Germany as Cases; Abdullah Atmacasoy, Hanife Akar, and Ingrid Gogolin Chapter 9. Countering the Deficit: A Policy Critique of the Syrian Refugee Education Response in Turkey; Erin Sorensen Chapter 10. Journeys to Higher Education in Displacement: A Narrative Portrait of Syrian Refugees in Turkish Universities; Melissa Hauber-ÖzerChapter 11. A Multimodal Ehtnographic Approach: Exploring the Social and Educational Experience of Young Refugees and Asylum-Seekers; Mara Gabrielli and Jordi Pàmies Rovira Chapter 12. ‘I Feel Illiterate’: Challenges Facing Syrian Refugee Parents in the Educational System in Glasgow; Nihaya Jaber Chapter 13. Educational Participation, Self-Identification, and Linguistic Practices of Middle Eastern Refugee Youth in Canada; Dilek KayaalpChapter 14. ‘At First It Was Like a Bridge Closed from Both Sides’: Pre-Service Teachers Participate in a Drama-Based Project with Refugee Children; Magdalini Vitsou and Maria Papadopoulou

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Alexander W. Wiseman is Professor of Educational Leadership & Policy in the College of Education and Director of the Center for Innovative Research in Change, Leadership, and Education (CIRCLE) at Texas Tech University, USA.Lisa Damaschke-Deitrick is a Senior Lecturer and Researcher at the Institute of Political Science at the University of Tübingen, Germany. Her research also examines education policies and programs for refugee and migrant students in secondary and higher education.

• Refugee and Forced Im/Migrant Educational Experiences across Time and Context: The Intersection of Determinism, Duration, and Mobility; Alexander W. Wiseman and Lisa Damaschke-Deitrick Part 1. Forced Im/Migration Shifts across Time and Context Chapter 1. Educational Aspirations among the Rohingyas: The Stateless in a Refugee Camp in India; Aratrika Bhadra Chapter 2. Children and Youth as ‘Agents’ in Displacement: Young Girls’ Stories of Motivation, Action, and Changes in Kakuma Refugee Camp; Jihae Cha and Minkyung Choi Chapter 3. Educational Navigation through Time and Space: Internally Displaced Persons in Iraq; Mariam Hassoun Chapter 4. Dreams of an Education from Tent Zero: A Case Study of Asylum Seeking Children Impacted by Migrant Protection Protocols at the U.S.-Mexico Border; Belinda Hernandez-Arriaga and Amy Argenal Chapter 5. What are Goals for the Integration of Immigrants through Education: A Comparative Analysis of Policies in Berlin and California; Lana Apple Chapter 6. Shifting Aspirations: The Experience of Syrian Refugees in Adult Education in Quebec; Arianne Maraj, Domenique Sherab, Milagros Calderon-Moya, and Ratna Ghosh Part 2. Post-Migration Contextual Effects Chapter 7. Exemplary Practices of New Zealand Teachers Preparing Refugee Students for Resettlement: The First Six Weeks; Jody McBrienChapter 8. Building Responsive Education Systems towards Multiple Disruptions in Refugee Education: Turkey and Germany as Cases; Abdullah Atmacasoy, Hanife Akar, and Ingrid Gogolin Chapter 9. Countering the Deficit: A Policy Critique of the Syrian Refugee Education Response in Turkey; Erin Sorensen Chapter 10. Journeys to Higher Education in Displacement: A Narrative Portrait of Syrian Refugees in Turkish Universities; Melissa Hauber-ÖzerChapter 11. A Multimodal Ehtnographic Approach: Exploring the Social and Educational Experience of Young Refugees and Asylum-Seekers; Mara Gabrielli and Jordi Pàmies Rovira Chapter 12. ‘I Feel Illiterate’: Challenges Facing Syrian Refugee Parents in the Educational System in Glasgow; Nihaya Jaber Chapter 13. Educational Participation, Self-Identification, and Linguistic Practices of Middle Eastern Refugee Youth in Canada; Dilek KayaalpChapter 14. ‘At First It Was Like a Bridge Closed from Both Sides’: Pre-Service Teachers Participate in a Drama-Based Project with Refugee Children; Magdalini Vitsou and Maria Papadopoulou

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