Social and Curricular Inclusion in Refugee Education: Critical Approaches to Education Advocacy
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17645/si.v11i2.6376 |
Resumo: | Recognizing refugee students, families, and communities as a source of knowledge and social change, this article offers two case studies of innovative, deliberative, and labor‐intensive practices toward meaningful social inclusion of refugee parents and students in education. The first example focuses on the multiyear effort by the Parent‐Student‐Resident Organization (PSRO) in San Diego, California, an education advocacy group organized and led by local parents to institutionalize social inclusion programs for refugees and other systemically excluded students. The second example analyzes the Refugee Teaching Institute in Merced, California, organized with the Critical Refugee Studies Collective (CRSC), to work with teachers to create a refugee‐centered curriculum. In both case studies, organizers depart from deficit models of refugee education by foregrounding student and parent empowerment and bringing together diverse stakeholders to generate and implement a shared vision for teaching and learning. Through sharing insights glimpsed from participant observation and extended conversations with participants in each case study, this article shifts the reference point in refugee education from that of school authorities to that of refugees themselves. Through reflecting on the challenges of effecting systemic change, we argue for a model of educational transformation that is ongoing, intentionally collaborative, and cumulative. |
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Social and Curricular Inclusion in Refugee Education: Critical Approaches to Education Advocacycritical refugee studies; cultural humility; curricular inclusion; refugee education advocacy; refugee teaching; social inclusion; systems changeRecognizing refugee students, families, and communities as a source of knowledge and social change, this article offers two case studies of innovative, deliberative, and labor‐intensive practices toward meaningful social inclusion of refugee parents and students in education. The first example focuses on the multiyear effort by the Parent‐Student‐Resident Organization (PSRO) in San Diego, California, an education advocacy group organized and led by local parents to institutionalize social inclusion programs for refugees and other systemically excluded students. The second example analyzes the Refugee Teaching Institute in Merced, California, organized with the Critical Refugee Studies Collective (CRSC), to work with teachers to create a refugee‐centered curriculum. In both case studies, organizers depart from deficit models of refugee education by foregrounding student and parent empowerment and bringing together diverse stakeholders to generate and implement a shared vision for teaching and learning. Through sharing insights glimpsed from participant observation and extended conversations with participants in each case study, this article shifts the reference point in refugee education from that of school authorities to that of refugees themselves. Through reflecting on the challenges of effecting systemic change, we argue for a model of educational transformation that is ongoing, intentionally collaborative, and cumulative.Cogitatio Press2023-05-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/si.v11i2.6376https://doi.org/10.17645/si.v11i2.6376Social Inclusion; Vol 11, No 2 (2023): Effecting Systemic Change: Critical Strategic Approaches to Social Inclusion; 104-1142183-2803reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/socialinclusion/article/view/6376https://www.cogitatiopress.com/socialinclusion/article/view/6376/6376Copyright (c) 2023 Alexandra Greene, Yến Lê Espiritu, Dan Nyamangahinfo:eu-repo/semantics/openAccessGreene, AlexandraEspiritu, Yến LêNyamangah, Dan2023-06-15T13:15:12Zoai:ojs.cogitatiopress.com:article/6376Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:56:01.148553Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Social and Curricular Inclusion in Refugee Education: Critical Approaches to Education Advocacy |
title |
Social and Curricular Inclusion in Refugee Education: Critical Approaches to Education Advocacy |
spellingShingle |
Social and Curricular Inclusion in Refugee Education: Critical Approaches to Education Advocacy Greene, Alexandra critical refugee studies; cultural humility; curricular inclusion; refugee education advocacy; refugee teaching; social inclusion; systems change |
title_short |
Social and Curricular Inclusion in Refugee Education: Critical Approaches to Education Advocacy |
title_full |
Social and Curricular Inclusion in Refugee Education: Critical Approaches to Education Advocacy |
title_fullStr |
Social and Curricular Inclusion in Refugee Education: Critical Approaches to Education Advocacy |
title_full_unstemmed |
Social and Curricular Inclusion in Refugee Education: Critical Approaches to Education Advocacy |
title_sort |
Social and Curricular Inclusion in Refugee Education: Critical Approaches to Education Advocacy |
author |
Greene, Alexandra |
author_facet |
Greene, Alexandra Espiritu, Yến Lê Nyamangah, Dan |
author_role |
author |
author2 |
Espiritu, Yến Lê Nyamangah, Dan |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Greene, Alexandra Espiritu, Yến Lê Nyamangah, Dan |
dc.subject.por.fl_str_mv |
critical refugee studies; cultural humility; curricular inclusion; refugee education advocacy; refugee teaching; social inclusion; systems change |
topic |
critical refugee studies; cultural humility; curricular inclusion; refugee education advocacy; refugee teaching; social inclusion; systems change |
description |
Recognizing refugee students, families, and communities as a source of knowledge and social change, this article offers two case studies of innovative, deliberative, and labor‐intensive practices toward meaningful social inclusion of refugee parents and students in education. The first example focuses on the multiyear effort by the Parent‐Student‐Resident Organization (PSRO) in San Diego, California, an education advocacy group organized and led by local parents to institutionalize social inclusion programs for refugees and other systemically excluded students. The second example analyzes the Refugee Teaching Institute in Merced, California, organized with the Critical Refugee Studies Collective (CRSC), to work with teachers to create a refugee‐centered curriculum. In both case studies, organizers depart from deficit models of refugee education by foregrounding student and parent empowerment and bringing together diverse stakeholders to generate and implement a shared vision for teaching and learning. Through sharing insights glimpsed from participant observation and extended conversations with participants in each case study, this article shifts the reference point in refugee education from that of school authorities to that of refugees themselves. Through reflecting on the challenges of effecting systemic change, we argue for a model of educational transformation that is ongoing, intentionally collaborative, and cumulative. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17645/si.v11i2.6376 https://doi.org/10.17645/si.v11i2.6376 |
url |
https://doi.org/10.17645/si.v11i2.6376 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/socialinclusion/article/view/6376 https://www.cogitatiopress.com/socialinclusion/article/view/6376/6376 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Alexandra Greene, Yến Lê Espiritu, Dan Nyamangah info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Alexandra Greene, Yến Lê Espiritu, Dan Nyamangah |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cogitatio Press |
publisher.none.fl_str_mv |
Cogitatio Press |
dc.source.none.fl_str_mv |
Social Inclusion; Vol 11, No 2 (2023): Effecting Systemic Change: Critical Strategic Approaches to Social Inclusion; 104-114 2183-2803 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799131636097351680 |