Molly Fee - Böcker

War, persecution, and climate change too often force people from their homes and across borders. Most remain in difficult conditions in neighboring countries. The less than one percent of refugees offered resettlement to a different country gain an alternative path forward, with access to specialized supports and services that are traditionally understood as a solution to displacement and a program of integration. Examining the complexities of refugees' lived experiences, Molly Fee's deeply humanistic ethnography reframes resettlement as a period of disruption and disorientation, when newly arrived refugees must navigate the rules and expectations of a new country. For those who have already rebuilt their lives numerous times, resettlement becomes yet another uprooting. Believing in Light after Darkness reveals how humanitarian solutions, though well intentioned, do not immediately resolve the conditions of displacement.

War, persecution, and climate change too often force people from their homes and across borders. Most remain in difficult conditions in neighboring countries. The less than one percent of refugees offered resettlement to a different country gain an alternative path forward, with access to specialized supports and services that are traditionally understood as a solution to displacement and a program of integration. Examining the complexities of refugees' lived experiences, Molly Fee's deeply humanistic ethnography reframes resettlement as a period of disruption and disorientation, when newly arrived refugees must navigate the rules and expectations of a new country. For those who have already rebuilt their lives numerous times, resettlement becomes yet another uprooting. Believing in Light after Darkness reveals how humanitarian solutions, though well intentioned, do not immediately resolve the conditions of displacement.

This book examines how scholars and policymakers primarily characterize refugee resettlement as a humanitarian solution or a migration pathway. While these descriptions may be accurate, they are not comprehensive. This book examines how such framing influences understandings of resettlement's scope and impact, generating conceptual blind spots that limit critical inquiry.By reframing resettlement as an institution embedded in a complex network of actors, relations, and practices, the chapters in this book reveal how resettlement is not a passive process. They explore historical and contemporary questions about how resettlement influences refugee hosting countries in the Global South and its political dimensions as a "humanitarian" program offered by countries in the Global North. By including the experiences of refugees at various points along the resettlement trajectory, such as those who may never be resettled, the book's chapters demonstrate how refugees actively strategize to become resettle-able, advocate for others within their networks, or even reject resettlement altogether. Contributions centering perspectives from the Global South expand the discourse around resettlement by examining how it operates from Southern host countries. These dynamics underscore how the specter of resettlement shapes refugee experiences in enduring ways, even when the prospect of being resettled is unattainable.This book is invaluable for students, scholars, researchers, and practitioners in refugee studies, migration studies, human rights, development studies, international relations, humanitarian affairs, political science, and sociology.The chapters in this book were originally published as a special issue of Ethnic & Racial Studies.

In the last 20 years dual language education programs have increased in number and expanded in range. Whereas once they were predominantly focused at the elementary level, they now span from pre-K through to high school. This book examines the key attributes of successful dual language programs, as well as the challenges and opportunities involved in extending the dual language instructional model to pre-K and secondary settings. Chapter authors, who are themselves both researchers and practitioners, explore the latest research and policy implications for implementation of dual language in three different contexts; within a school, a dual language school and a dual language district. This book will be of interest to teachers, teacher educators, professional development specialists, policymakers, administrators, and researchers.

In the last 20 years dual language education programs have increased in number and expanded in range. Whereas once they were predominantly focused at the elementary level, they now span from pre-K through to high school. This book examines the key attributes of successful dual language programs, as well as the challenges and opportunities involved in extending the dual language instructional model to pre-K and secondary settings. Chapter authors, who are themselves both researchers and practitioners, explore the latest research and policy implications for implementation of dual language in three different contexts; within a school, a dual language school and a dual language district. This book will be of interest to teachers, teacher educators, professional development specialists, policymakers, administrators, and researchers.