Lisa Damaschke-Deitrick – författare

This volume explores the shared expectations that education is a panacea for the difficulties that refugees and their receiving countries face. This book investigates the ways in which education is both a dream solution as well as a contested landscape for refugee families and students. Using comparative, cross-national perspectives across five continents, the editors and contributors critically analyze the educational structures, policies, and practices intended to support refugee youth transition from conflict and post-conflict zones to mainstream classrooms and schools in their new communities.

This volume explores the shared expectations that education is a panacea for the difficulties that refugees and their receiving countries face. This book investigates the ways in which education is both a dream solution as well as a contested landscape for refugee families and students. Using comparative, cross-national perspectives across five continents, the editors and contributors critically analyze the educational structures, policies, and practices intended to support refugee youth transition from conflict and post-conflict zones to mainstream classrooms and schools in their new communities.

Teachers are vital for the integration of immigrant, refugee and asylum-seeking students; however, they are not often prepared or supported to meet the needs of these students. Teacher training programs rarely focus on strategies and interventions for immigrant students’ needs, and even less on the special situations of refugee and asylum-seeking youth, leaving teachers largely unprepared to deal with the complexity of their abilities and needs. By highlighting the voices of teachers of immigrant, refugee, and asylum-seeking students, this book closes between the unique needs of these youth through the development of meaningful and appropriate pedagogical strategies, resources, and policies to meet the needs of both students and teachers.

While the focus of the chapters is on the education of immigrant, refugee and asylum-seeking students, the resources, strategies and skills proposed will benefit students and educators to alleviate issues related to trauma, identity, and language. The research-based evidence presented in this book provides data and policy recommendations for various educational stakeholders, including leaders from school to national levels, university faculty and staff, and policymakers to better prepare, train and develop teachers to effectively address students with needs related to trauma, identity, and language in classrooms worldwide. This book was originally published as a special issue of Teachers and Teaching.

Teachers are vital for the integration of immigrant, refugee and asylum-seeking students; however, they are not often prepared or supported to meet the needs of these students. Teacher training programs rarely focus on strategies and interventions for immigrant students’ needs, and even less on the special situations of refugee and asylum-seeking youth, leaving teachers largely unprepared to deal with the complexity of their abilities and needs. By highlighting the voices of teachers of immigrant, refugee, and asylum-seeking students, this book closes between the unique needs of these youth through the development of meaningful and appropriate pedagogical strategies, resources, and policies to meet the needs of both students and teachers.

While the focus of the chapters is on the education of immigrant, refugee and asylum-seeking students, the resources, strategies and skills proposed will benefit students and educators to alleviate issues related to trauma, identity, and language. The research-based evidence presented in this book provides data and policy recommendations for various educational stakeholders, including leaders from school to national levels, university faculty and staff, and policymakers to better prepare, train and develop teachers to effectively address students with needs related to trauma, identity, and language in classrooms worldwide. This book was originally published as a special issue of Teachers and Teaching.

The Handbook examines fundamental issues and concerns in research, policy, practice, and professionalisation. Bringing together representative voices from a wide range of contexts, chapters offer a holistic perspective on the theoretical approaches, methodological applications, and responsibilities of comparative education. Authors tackle the major challenges currently impacting the field, including education finance equity, accessibility of research in the Global South, and the lasting effects of the COVID-19 pandemic.

Providing a comprehensive exploration of this exciting subject area, the Handbook on Comparative Education is a crucial resource for education policy students, scholars, and comparativists. It is also beneficial to researchers and professionals interested in areas such as international development, management education, and comparative education.

Political violence, civil unrest, economic crises, and natural disasters have occurred at a constant pace, leading to an ongoing global crisis of refugees and other forced immigrants and migrants, i.e. (im)migrants. The infrastructures, capacities, and policies necessary to address the needs of refugee youth, their families, and their communities are strained in host countries and receiving communities worldwide. Education for Refugees and Forced (Im)Migrants Across Time and Context follows the journey of refugee and forced (im)migrant youths as their educational needs and opportunities vary according to resettlement communities’ immigration policies, dominant culture and language, geography, and other key factors.

There is little research around the transition from peri- to post-migration education of refugee youth across time and context. Chapter authors address that gap by examining the conditions of refugee youth across different types of refugee contexts, including violence/conflict, natural disaster, economic crisis, political oppression, and how educational expectations, opportunities, and experiences shift before, during, and after the forced (im)migration journey.

This important collection analyzes the complex combination of frameworks, drivers, and characteristics of education for refugee and forced (im)migrant youth to inform education policy, practice, and research.