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Book part
Publication date: 9 August 2023

Alexander W. Wiseman and Lisa Damaschke-Deitrick

This introductory chapter provides an overview of the ways that refugee and forced im/migrant (RFI) youth move across time and context in their educational experiences. In…

Abstract

This introductory chapter provides an overview of the ways that refugee and forced im/migrant (RFI) youth move across time and context in their educational experiences. In particular, the contextual characteristics of determinism, duration, and mobility are explained, and the factors most often associated with RFI youth educational experiences (i.e., trauma, identity, and language) are discussed in reference to the ways that educational infrastructure, capacity, and sustainability are typically established and maintained in educational situations worldwide. This chapter also provides a brief overview of the volume’s chapters and the ways that each chapter addresses one or more of these themes or topics.

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Education for Refugees and Forced (Im)Migrants Across Time and Context
Type: Book
ISBN: 978-1-83753-421-0

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Book part
Publication date: 12 December 2023

Mousumi De

In this chapter, Mousumi De presents the principles and implications of CRT in the context of Asian and Asian American experiences including the perspective, features, strategies…

Abstract

In this chapter, Mousumi De presents the principles and implications of CRT in the context of Asian and Asian American experiences including the perspective, features, strategies, and new directions on how to facilitate the preparation of teacher candidates and work with all teachers to understand the complexity of the Asian and Asian American identity, their racialized experiences, and their sociohistorical, transnational contexts that continue to influence their lived experiences. This chapter highlights the important issues and challenges facing Asians and Asian Americans that have been camouflaged by their stereotypical treatment as model minorities. It also shares the work of many scholars on approaches for promoting diversity and inclusion, such as implementing anti-racist, anti-oppressive, and inclusive history curricula, cultural citizenship education, teaching for social justice, and culturally responsive and culturally sustaining teaching for addressing the marginalization of Asians and Asian Americans.

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Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective
Type: Book
ISBN: 978-1-80455-530-9

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Book part
Publication date: 11 May 2010

Jeehun Kim

Korean educational migrant (kirogi) families have received widespread popular attention due to their ironic form of family that sacrifices the togetherness of a family. Recent…

Abstract

Korean educational migrant (kirogi) families have received widespread popular attention due to their ironic form of family that sacrifices the togetherness of a family. Recent trends suggest that this practice is spreading to the less affluent classes and that many such families are heading to ‘new’ destinations, including Singapore. This study examines the transnational schooling and life experiences of Korean transnational educational families in Singapore. It addresses the questions, why did these families choose Singapore? Why did transnational schooling, which parents almost unanimously said that they had organised for the betterment of their children's future, lead to some families getting stuck in the destination country?

Fieldwork in Singapore and Korea was conducted between April 2006 and September 2007. In-depth interviews with both mothers and fathers who have at least one child attending public, private or international schools in Singapore, at the primary or secondary level, were conducted with 18 families. The analysis was conducted using a grounded theory approach and NVivo 7/8.

Although the Korean state's emphasis on international competitiveness and parental aspirations for their children's future upward social mobility were common motivators, Koreans in Singapore were also attracted by the relatively low cost, English–Chinese bilingualism and other ‘family-friendly’ features in Singapore. However, kirogi children had highly contrasting schooling experiences and they met with mixed success in gaining what they expected. Furthermore, many children in public schools faced demotion and other difficulties in their new school environments. Some less affluent families found themselves facing dilemmas of cross-border schooling. This study shows that transnational schooling does not necessarily operate equally favourably for participants from diverse class backgrounds. It also demonstrates that the societal contexts of reception in both the countries of origin and of destination, including the buffering institutions and reference groups and peer culture, are important factors shaping the schooling and life experiences of educational migrant children and in reconfiguring their trajectories.

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Globalization, Changing Demographics, and Educational Challenges in East Asia
Type: Book
ISBN: 978-1-84950-977-0

Book part
Publication date: 9 August 2023

Dilek Kayaalp

This research explores the educational participation, cultural identification, and linguistic practices of Middle Eastern refugee youth in Vancouver, Canada. Twenty refugee youth…

Abstract

This research explores the educational participation, cultural identification, and linguistic practices of Middle Eastern refugee youth in Vancouver, Canada. Twenty refugee youth aged 15 to 30 participated in this critical ethnography that provided new information about the impacts of pre- and post-migration experiences on their educational attainment, language, and identity construction. Evidence reported here indicates that refugee youth are subject to institutional challenges in both their home and host countries. The youth experienced educational assimilation, biased curriculum, and language discrimination with devastating impacts on their educational participation and overall well-being. In response, this study indicates that young people resist assimilation and racism in educational and wider social settings. This study further suggests that refugee youths’ educational experiences, linguistic practices, self-identification, and well-being should be examined in relation to their pre- and post-migration experiences, and the dominant meta-narratives of their home and host countries (e.g., nationalism).

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Education for Refugees and Forced (Im)Migrants Across Time and Context
Type: Book
ISBN: 978-1-83753-421-0

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Book part
Publication date: 5 June 2018

Christine Doddington

Over the last few decades, the formal school curriculum in many countries has become increasingly prescribed and attainment orientated with an insistent pressure to measure…

Abstract

Over the last few decades, the formal school curriculum in many countries has become increasingly prescribed and attainment orientated with an insistent pressure to measure progress in the name of ‘raising standards’. This form of constraint on educational practice has provoked counter trends in a desire to enrich the curriculum. Situating learning activities in the open air have become increasingly popular as a counter to formalised schooling. The UK, for example, has seen legislated outside spaces for early years and a growing interest in Forest Schools. The long tradition of activity centres, outside school visits and field trips—offering a valuable way to augment formal learning—has survived in many school settings. The claims for the benefit of taking learning outside are extensive. They range across claiming value for both individual and societal well-being, improving mental and physical health, as well as a way of sustaining inclusion, social cohesion and democratic practice (Nichol, Higgins, Ross, & Mannion, 2007). This article explores how aesthetics and the body may be seen to feature in outside educational experience. By drawing on the work of Richard Shusterman and his extensive work on somaesthetics, the purpose of the article is to augment or ground claims for the worth of ‘outside’ learning in embodied aesthetic experience and therefore help illuminate what is distinctively educational about moving learning beyond the walls of the school.

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Dewey and Education in the 21st Century
Type: Book
ISBN: 978-1-78743-626-8

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Book part
Publication date: 20 April 2022

Aline Nardo

This chapter unpacks the ontological conjectures underlying economy-oriented standardisation of educational institutions, practices and processes and reflects on alternative – and…

Abstract

This chapter unpacks the ontological conjectures underlying economy-oriented standardisation of educational institutions, practices and processes and reflects on alternative – and arguably more desirable – rationales for standardisation in education. Drawing from the works of Maxine Greene and John Dewey, as well as Critical Theory, this chapter contrasts the future-oriented educational concepts at the foundation of economy-directed standardisation – which are oriented on the attainment of certain future ‘outcomes’ – with standardisation rationales based on present-oriented educational theories that derive the purpose of education from educational experience and interaction.

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Educational Standardisation in a Complex World
Type: Book
ISBN: 978-1-80071-590-5

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Book part
Publication date: 24 November 2016

Soribel Genao and Nathalis Wamba

In our case study, we explored the perceptions of female-led and male-led educational leadership cohorts mentoring teacher candidates (mostly female) under faculty supervision…

Abstract

In our case study, we explored the perceptions of female-led and male-led educational leadership cohorts mentoring teacher candidates (mostly female) under faculty supervision. The study compares the educational leadership candidates’ cohort experiences and the teacher candidates’ perception of leadership development of individual students and as part of a group. Student teacher candidates engaged in generative mentoring relationships with educational leadership candidates by applying feedback from previous seminars and then revising their experiences in subsequent sessions. Our preliminary findings suggested that the structure of the seminars and collaborative partnerships contributed to student teachers’ understanding and application of pedagogical content knowledge, while critique occurred in facilitated sessions and discussions.

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Racially and Ethnically Diverse Women Leading Education: A Worldview
Type: Book
ISBN: 978-1-78635-071-8

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Book part
Publication date: 9 August 2023

Mariam Hassoun

Six million Iraqis were displaced during the Iraq-Daesh War, and although many have returned to their communities, there remain approximately 1.3 million internally displaced…

Abstract

Six million Iraqis were displaced during the Iraq-Daesh War, and although many have returned to their communities, there remain approximately 1.3 million internally displaced persons (IDPs) across the country. Today, approximately 25% of IDP children in Iraq are out of school (REACH, 2020). This study foregrounds the voices and family histories of IDPs when navigating educational access and makes a methodological argument for the need for increased qualitative research in post-conflict settings. Using the conceptual framework of navigation, the author presents displaced persons as agentic, dynamic people with lived histories, present realities, and imagined futures which inform their journey through the education system. Semi-structured interviews with 16 IDPs who identified as parents or caregivers were conducted virtually. Displaced Iraqis value education for different reasons, ranging from basic literacy to employment to societal improvement. In doing so, the author challenges the barrier-dominant framework through which IDP educational access is often understood and nuanced with a temporal lens which requires us to identify IDPs as (1) persons capable of making choices for themselves, (2) givers as well as receivers, and (3) persons who aspire to goals beyond basic survival.

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Education for Refugees and Forced (Im)Migrants Across Time and Context
Type: Book
ISBN: 978-1-83753-421-0

Keywords

Book part
Publication date: 16 July 2014

Emby Miller, Deanna L. Wilkinson, Sarah Cummings and James L. Moore

Recognizing the effects of dropping out of high school on society, several questions still remain: (a) Why do urban, African American male students drop out of high school? and…

Abstract

Recognizing the effects of dropping out of high school on society, several questions still remain: (a) Why do urban, African American male students drop out of high school? and (b) What makes these students more prone to dropping out than their counterparts who remain in school? In an attempt to better understand the lives and circumstances of African American males, this study uses a comparative case method to examine similarities and differences in the life histories of a matched sample of African American male high school graduates and dropouts. This study, specifically, focuses on how the interrelated factors of family, neighborhood, peers, and education may shape these youths’ perspective on school. Findings reveal that, while both groups experience high levels of risk factors, high school dropouts had significantly more risk experiences in the family, community, and criminal justice domains. The dropouts also had fewer protective factors in these domain areas. Based on the findings, recommendations are offered.

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African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
Type: Book
ISBN: 978-1-78350-783-2

Book part
Publication date: 16 July 2014

Derrick R. Brooms

This chapter reports on findings from a study that explored the experiences of African American young men who graduated from Du Bois Academy, an all-boys public charter secondary…

Abstract

This chapter reports on findings from a study that explored the experiences of African American young men who graduated from Du Bois Academy, an all-boys public charter secondary school in the Midwestern region of the United States. The chapter considers issues of African American male persistence and achievement and how they are impacted by school culture. Specifically, the author discusses how school culture can help shape these students’ educational experiences and aspirations. Using student narratives as the guide, a description of how Du Bois Academy successfully engaged these African American male students is provided. The students articulated three critical components of school culture that positively shaped their high achievement and engagement: (a) sense of self, (b) promotion of excellence, and (c) community building. The student narratives provided a frame for promoting positive school culture that enhances the educational experiences and academic aspirations of African American male students.

Details

African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
Type: Book
ISBN: 978-1-78350-783-2

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