Educating Refugee-background Students: Critical Issues and Dynamic Contexts

Title

Educating Refugee-background Students: Critical Issues and Dynamic Contexts

Role

Editors: Shawna Shapiro, Raichle Farrelly, Mary Jane Curry

Contributing author: Bryan Ripley Crandall

Files

Document Type

Book Contribution

Description/Summary

Bryan Ripley Crandall is a contributing author, "History should come first”: Perspectives from Somali-born, refugee-background youth on writing in and out of school."

Book description:

This collection of empirical work offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.

ISBN

9781783099986

Publication Date

2018

Publication Information

Crandall, B.R., (2018). “History should come first”: Perspectives from Somali-born, refugee-background youth on writing in and out of school. In Shawna Shapiro, Raichle Farrelly, Mary Jane Curry (Ed.), Educating Refugee-background Students: Critical Issues and Dynamic Contexts. Multi-Lingual Matters.

Comments

Copyright 2018 R. F. Shawna Shapiro, Mary Jane Curry and authors of individual chapters

Educating Refugee-background Students: Critical Issues and Dynamic Contexts

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