DOI https://doi.org/10.21832/SHAPIR9979

Contents

List of Tables

List of Figures

Acknowledgments

Contributors

Introduction

Part 1 Language and Literacy

1 Recently Resettled Refugee Students Learning English in US High Schools: The Impact of Students’ Educational Backgrounds

2 ‘History Should Come First’: Perspectives of Somali-born, Refugee-background Male Youth on Writing in and out of School

3 Translanguaging Pedagogy to Support the Language Learning of Older Nepali-Bhutanese Adults

4 Girls with Refugee Backgrounds Creating Digital Landscapes of Knowing

5 Sociocultural Literacy Practices of a Sudanese Mother and Son in Canada

6 Narratives of Trauma and Self-healing Processes in a Literacy Programfor Adolescent Refugee Newcomers

7 The Role of English as a Foreign Language in Educating Refugees in Norway

Part 2 Access and Equity

8 Bridges and Barriers: Karen Refugee-background Students’ Transition to High School in Australia

9 Educating Refugees through ‘Citizenship Classes and Tests’: Integration by Coercion or Autonomous Agency?

10 Using Photovoice with Cambodian and Guatemalan Youth to Uncover Community Cultural Wealth and Influence Policy Change

11 Swedish Teachers’ Understandings of Post-Traumatic Stress Disorder among Adult Refugee-background Learners

12 Education of Refugee-background Youth in Germany: Systemic Barriers to Equitable Participation in the Vocational Education System

13 Iraqi Refugee-background Adolescents’ Experiences in Schools: Using the Ecological Theory of Development to Understand Discrimination

14 Besides a Degree, What Do Refugee-background Students Gain from College?

15 Conception Versus Reality: The Impact of Migration Experiences on Children’s Educational Participation

16 Afterword

Index