Subject Index
Refugee Education: Integration and Acceptance of Refugees in Mainstream Society
ISBN: 978-1-78714-796-6, eISBN: 978-1-78714-795-9
ISSN: 2055-3641
Publication date: 10 September 2018
This content is currently only available as a PDF
Citation
(2018), "Subject Index", Sengupta, E. and Blessinger, P. (Ed.) Refugee Education: Integration and Acceptance of Refugees in Mainstream Society (Innovations in Higher Education Teaching and Learning, Vol. 11), Emerald Publishing Limited, Leeds, pp. 251-262. https://doi.org/10.1108/S2055-364120180000011021
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
Note: Page numbers followed by “n” with numbers indicate notes.
Acculturation
, 48, 186–87
Act
, 143–44
Action Plan on Unaccompanied Minors
, 91n5
Action Research
, 56, 69
Adaptation
, 6
Administrators
, 189, 192–93
Adult literacy
, 70–72
Adverse life experiences
, 182
Agency
Church World Services
, 12
refugee-resettlement
, 128–29
space for
, 148
space for shared
, 152–53
Allport’s contact theory
, 5–6
“American newcomer”
, 72
American Psychological Association (APA)
, 173–74
Anticipated transition
, 7
Arizona State University (ASU)
, 66
Art therapy
, 200–201
Art-based education project
, 197–98
art education as tool for stimulating learning
, 200–201
BTPBTH phases and cycles
, 204–205
description of program’s phases
, 204
discussion
, 212
educational problems of displaced youth and refugees
, 199–200
exhibitions
, 211–212
implementation
, 205
population in camps
, 205–206
program process in camps
, 206–209
results in camps
, 209–211
summary of project
, 201–204
Assess
, 143
Asylum
, 24, 55
Asylum seeker
, 24, 48–49, 172
asylum-seeking children
, 181
Attention deficit disorder/attention deficit hyperactivity disorder (ADD/ADHD)
, 132
Axial coding
, 116
Be the Peace–Be the Hope project (BTPBTH project)
, 197–98, 201–202, 208, 211–212
healing process
, 206–207
phases and cycles
, 204–205
Bossi-Fini Law
, 83
Brain in trauma management
, 19–20
Building Bridges London
, 51
Burundi
, 146, 149, 186, 230
Butterfly effect
, 204
Calabria
, 82, 85
unaccompanied migrant children in
, 85–87
Campus climate
, 95–96
Canada Student Financial Assistance Act
, 114
Canada’s position on refugees
, 111
Canadian Centre for Victims of Torture (CCVT)
, 114–16, 229
Canadian labor market
, 110–11
Centre for Addiction and Mental Health (CAMH)
, 114–15, 233
Cerebral malaria
, 132
Child development
, 181
impact on development
, 174–75
implications for staff development and support
, 181–82
play-based provision role within refugee camps
, 175–79
in refugee camps
, 176
supporting transition to mainstream education
, 179–81
Children
aware of symptoms
, 180–81
BTPBTH
, 204
health
, 174
majority of world’s total refugee population
, 172
refugee camps
, 173–74
in refugee community
, 159
within refugee crisis
, 171
of refugees
, 34
study in formal educational system
, 35
transit
, 173
warzones
, 172–73
well-being
, 36, 140, 177, 200
Church World Service (CWS)
, 158–59
Churning production in United States
, 68
Circles
, 21, 27
Citizen
, 10, 66–67, 76, 96, 238
Citizenship
, 24, 68–69, 102, 204, 225
failed
, 26
Citizenship Immigration Canada (CIC)
, 110
Clinical Apprenticeship Scheme (CAP)
, 62
Clinical Attachments
, 61–62
Co-Researchers
, 13, 140, 143, 145
Coaches
, 134
Collaboration
, 19
Collaborative analysis
, 70
Collaborative approaches to higher education access
, 224
Collaborative experiences
, 11, 96, 99–03
College
admission
, 225
BTPBTH team
, 198
students
, 18, 96
Colleges and universities
, 219
challenges faced by students from refugee backgrounds
, 222–223
educational support to students from refugee backgrounds
, 225
financial support to students from refugee backgrounds
, 223–224
recommendations for future practice
, 226
refugee access to higher education
, 221–222
refugee status and educational access
, 219–221
refugee status and refugee population
, 217–219
students from refugee backgrounds in united states
, 216
technology-facilitated education
, 226
Commune advisor
, 35
Communication
, 131, 180
clinical
, 9
Facebook MessengerTM app
, 130, 135
intentional partnering and
, 169
inter-personal system of
, 42
lack of
, 28
meaningful
, 42
patient
, 61
personal–emotional communications system
, 36–37
Communicative skills
, 220
building and content, preparing gardeners through
, 164
dialogue designing grounded in findings from South Sudan
, 73
findings enhancing larger inquiry afoot
, 74–76
lack of institutional responsiveness
, 74–76
preparing gardeners with community engagement
, 163–64
primary research
, 73–74
putting findings in dialogue
, 76–77
refugee
, 158
relevance and significance of community partners
, 114
silencing of agency and self-determination
, 76
support for refugees
, 128–29
Community-based action approach (CBA approach)
, 13, 141, 144
Community-based organizations (CBO)
, 130
Community-based participatory research framework (CBPR framework)
, 114–15
Community-building strategy
, 165
Community-education component
, 204
Compassion
, 95, 98
Compassionate witnessing
, 22–23
Conflict
, 8, 14, 21, 25, 145, 150
children displacing by
, 199
conflict-ridden countries
, 186
fleeing from
, 146
schools
, 151
in South Sudan
, 68
Contact Hypothesis
, 5
Contemporary commons
, 67
churning production in United States
, 68
inquiring into
, 68–69
pernicious legacy
, 67–68
“Context”
, 7, 14
Contextual and explicit vocabulary development
, 161
Cooperative learning experiences
, 97
Cortisol
, 20
Craziness
, 37
Creativity
, 12, 160–61, 163, 166, 201, 205
Creativity And Reading Education (CARE)
, 12, 160
context
, 158
critical reflections and steps for 2017 garden
, 168
families as cultivators of garden of
, 162
Harrisonburg, Virginia
, 158–59
identifying and planting seeds of
, 159–60
intentional partnering and communication
, 169
intentional time for content and planning
, 168–69
opportunity for different stakeholders to mutually benefit
, 159
process of cultivating garden
, 160–62
recruiting JMU gardeners
, 163–67
weeds threatening garden
, 167–68
Credentialing
, 10, 266
Critical hope
, 13, 141–42, 152
Critical incident
, 69
Critical reflection, time for
, 145–47
Critical Thinking Skills
, 142, 151
Critical-friend approach
, 143–44
Critical-hope framework
, 141–42
Cross Cultural communication
, 193
Cross-cultural experiences
, 97
Cultivating garden process of CARE
, 160–62
Cultural differences
, 11, 35, 112, 189–90
Cultural-linguistic mediator
, 89
Curriculum
, 57
Curriculum Vitaes (CVs)
, 62
“Cycle of Hope”
, 211
Daily Utah Chronicle
, 98
Deferred Action for Childhood Arrivals program
, 216
Degree Completion
, 219–222
Diaspora
, 66, 69–70, 73
“Diffuse hospitality”
, 91
Discrimination
, 36, 110–11, 189, 192, 199
Displaced Persons Act (1948)
, 186
Displaced refugees
, 18–9, 24
Disruption in school
, 150
Distance education
, 224
Diversity
, 95–99
collaborative experiences
, 99–03
learner
, 95–96
Doctors
healthcare professions
, 48
language teaching
, 60–61
refugee
, 57
UK regulatory process for
, 9
Dunkirk Refugee Children’s Centre (DRCC)
, 176–77, 182
Early childhood
, 161–62, 176
Economic-assistance programs
, 128
Education(al)
, 35, 36, 85, 110, 113, 150–51, 158, 172–73, 199, 221, 223
elements of education process
, 57–58
in emergencies
, 140
ethical-humanistic
, 38–41
model
, 9
opportunities
, 76
pathways
, 126
problems of displaced youth and refugees
, 199–200
refugee status and educational access
, 219–221
of refugees
, 221
support to students from refugee backgrounds
, 225
for values
, 41
Educators
, 192
Electrifying intensity
, 207
Elementary
education programs
, 94, 165
MAT program
, 163
schools
, 98–99
“Emergency North Africa”
, 87, 91n3
Emotional development
, 177
Empathy
, 8, 26, 30, 96–97, 102, 198, 204
Employment
, 48–49, 51–52, 55, 63, 110, 112, 173, 219
Empower
, 18
Empowerment
, 19, 71, 201
Encouraging inclusion
, 175
Engagement
, 19–20, 27–28
English
, 98
english-comprehension testing
, 120–21
English as new language teacher (ENL teacher)
, 126–27, 129–30, 132
English as Second Language (ESL)
, 97–98, 100, 102, 159, 190
English language proficiency
, 130, 219, 222
Entry-level English for Speakers of Other Languages
, 60
“Equal group status” condition
, 5
Equivalency/re-qualification process
, 49
ESOL
, 163–64
Essential Clinical Knowledge teaching
, 61
Ethical-humanistic education
, 38–41
Ethiopia
, 74, 84, 147, 149, 217
Ethnicity
, 83, 216
European governance
, 83
European Union (EU)
, 84
Every Student Succeeds Act (ESSA)
, 129
Ex-SAT
, 87
Executive Order
, 216
Experiential design networking current public workers
, 72–73
Experiential knowledge
, 70
Facebook (FB) MessengerTM app
, 130, 134–35
Failed citizenship
, 26
Families
, 192–94
Family/families
as cultivators of garden of CARE
, 162
engagement
, 130
family-based communities
, 88
schools and
, 192–94
Fear
, 40
Field trips
CARE
, 163
community-based
, 12
costs of
, 161
internal grant funds
, 168
Financial resources
, 18, 82, 85
Financial support to students from refugee backgrounds
, 223
collaborative approaches to higher education access
, 224
Forced-migration
, 68, 145, 219, 221, 232
Formal mentoring
, 134–35
Formal mentors
, 133–34
Foster-care system
, 82, 87–88
Fundamental unifying hypothesis of restorative practices
, 21
“Funds of knowledge”
, 71
General Anxiety Disorder 7-item scale (GAD7)
, 133
General Dental Council (GDC)
, 49, 54
General Medical Council (GMC)
, 49, 52
General Practitioners (GPs)
, 51
George Brown College (GBC)
, 114
Global citizen
, 204
Global refugee crisis
, 14, 172, 201, 217
Governance policies
, 67
Grade point average (GPA)
, 135
Grande-Synthe Refugee Camp
, 176
Group’s analysis
, 70
Gus Bus program
, 164
Habitants
, 25–29
Harris County Public Libraries (HCPL)
, 201–202
Harrisonburg City Public Schools (HCPS)
, 167
Harrisonburg Refugee Community
, 12
CARE within
, 157–69
Healing arts program
, 205, 212–213
Healing Box Circle
, 207
Heart-wrenching pain
, 112
High school graduation
, 132
Higher education
, 136, 141, 151–52, 216, 219–221
collaborative approaches to higher education access
, 224
institutions
, 18
Ontario’s higher education system
, 113–14
refugee access to
, 221–222
and refugees
, 113
Higher education in protracted context
, 14, 140–41, 152
Hippocampus
, 19
Holistic development
, 8, 177
Hope
, 145, 150–51
stones
, 207
Hopeful thought
, 207
Houston community
, 204–205
Human-service sector
, 71
IDF
, 34
IEDA Relief
, 198, 205
Immigrant students
, 129
Immigration and Nationality Act (INA)
, 217
In-Canada Asylum program (ICAP)
, 121
In-service teacher’s programs
, 18
Inclusion
, 95–99
Individualized Education Plan (IEP)
, 127
Individuals with Disabilities Education Act
, 132
Informal educational practice
, 34
Informal mentoring
, 134–35
Inquiry professional making with public-workers-in-training
, 71–72
InstagramTM
, 135
Institute of International Education (IIE)
, 224
Institutional constraints
, 167–68
Institutional responsiveness, lack of
, 74–76
Institutional Review Boards
, 145
Institutions
, 223–224
education
, 119
K-12
, 13
public
, 4, 10, 68
Integration
, 4
for refugees
, 110
“Integration potential” of Italian Regions
, 91n6
Intentional partnering and communication
, 169
Intentional time for content and planning
, 168–69
Intercultural inquiry
, 67
Internally displaced people (IDPs)
, 4
International English Language Testing System (IELTS)
, 51, 60
International Medical Graduates (IMGs)
, 56
International Organization for Migration (IOM)
, 91n2
International students
, 95, 98–01
Interview
, 116
Israel
non-formal education practices in
, 34
refugee children in
, 35–36
Italian local welfare
best practices for inclusive and responsive hospitality
, 90–91
continuous emergency
, 87–89
national regulatory framework
, 83–85
unaccompanied migrant children in Calabria
, 85–87
James Madison University (JMU)
, 12, 158–59
Jesuit Worldwide Learning: Higher Education at Margins/Jesuit Refugee Services (JWL: HEM)
, 140–41
K-8 Social Science Methods (K-8 SSM)
, 100
Kakuma Refugee Camp
exploring themes
, 145
methodology
, 143–45
place of hope and knowledge
, 150
place to share knowledge
, 147–48, 151
policymakers
, 141
PPBE
, 140, 142–43
space for agency and personhood
, 148–50
space for shared agency
, 152–53
theoretical perspectives
, 141–42
time for critical reflection
, 145–47, 152
Kenyatta University–Centre for Refugee Studies and Empowerment (KU-CRSE)
, 140–41
Kindergarten through 12th grade schools (K-12 schools)
, 18, 220
Language
, 22, 60, 232
Language barriers
, 190
Lawful/Legal Permanent Resident (LPR)
, 218
Learning
, 95–99
accommodations
, 132–33
examination techniques
, 57
Listening
, 23, 38, 42, 60, 98, 143, 149, 158, 160–61, 166, 168, 200
Literacy
, 159
Local reorganization process
, 91
London Deanery for medical education
, 56
Marginalized groups of refugees
, 113
Maricopa County
, 71
Massive open online courses (MOOCs)
, 226
Master of Science degrees in Forced Migration
, 55
McCarran-Walter Act
, 217
McKinney–Vento Homeless Education Assistance Act
, 133
Medical graduate
, 56
Mediterranean welfare state
, 82
Memory
, 20
Mental and emotional impacts
caused by loss
, 174
caused by ongoing stress
, 174
caused by trauma
, 174
Mental health
, 179
distress of refugees
, 110
programs
, 128
Mental Health Supports
, 232
Mentao Camp and Goudoubo Camp in Burkina Faso, West Africa
, 205–206
Mentoring
, 29, 134, 169, 237–238
Mentors
, 133–34
Migrant Juncker Plan
, 83
Migrants
, 83
Migration
, 186–87
Militarization
, 7
“Model Riace”
, 91
Multi Language Learners (MLL)
, 128
Multi-dimensional notions
, 4
Multicultural education
, 94
Multiculturalism
, 43
Multilingual “rhetorical dexterity”
, 71
National Association of School Psychologists (NASP)
, 189
National Health Service (NHS)
, 51
National Reception Plan
, 83
National regulatory framework
, 83
Native administration”, policy of
, 67
“The Nature of Prejudice”
, 6
Negative post-migration conditions
, 112
New American Student Scholarship
, 223
New South Wales (NSW)
, 173–74
New York State Education Department (NYSED)
, 128
Newcomer schools
, 202
NHS Education for Scotland
, 51
Nile Institute for Peace and Development
, 73
1951 Convention
, 4, 48, 172
Non-academic stressors
, 189
Non-events
, 7
Non-formal education practices
, 34
findings
, 36–41
in Israel
, 34
refugee children in Israel
, 35–36
research method
, 36
young volunteers in
, 34–35
Non-government organizations (NGOs)
, 24, 67, 173, 198
serving refugees
, 201
Non-refugee students
, 192–93
Noodling through ambiguities
, 164–65
North East London Health Authority
, 56
Nursing and Midwifery Council (NMC)
, 49, 53
Nurture
, 19, 21, 26
Observed structured clinical examinations (OSCEs)
, 56
One-week clinical shadowing
, 62
Ontario Student Assistance Program (OSAP)
, 114
Ontario University Application Centre (OUAC)
, 114, 120
Ontario’s higher education system
, 113–14
Open Education Resources (OERs)
, 226
Operation Lifeline Sudan
, 67–68
Organized interscholastic athletics
, 134
Parent gardeners, CARE
, 166–67
Parent/parent support
, 190
Parenting in adverse conditions
, 174
Participant-Researcher
, 140
Partnerships
, 97, 115, 143, 160, 225
Patient Health Questionnaire-9 (PHQ-9)
, 133
“Patients Listening and Negotiating” scenarios
, 61
Pedagogy of Hope
, 141–42
Pernicious legacy
, 67–68
Person strand
, 145
Personal development
, 177
Personal–emotional communications system, creation of
, 36–37
Personality traits
, 174–75
Physical activity
, 134
Place strand
, 145
Place to share knowledge
, 147–48, 151
Play
, 177
play-based approaches
, 8
play-based provision role within refugee camps
, 175–79
spaces
, 177
Policy
, 119–21
Policymakers
, 141
Population in camps
, 205–206
Population of refugees in Israel
, 35
Post-assessment survey
, 102
Post-migratory stressors
, 112
Post-traumatic stress disorder (PTSD)
, 11, 25, 110, 127, 132–33, 188–90
Post-Traumatic Victimhood
, 25
Posttraumatic stress
, 191
Poverty
, 41, 55, 82, 88, 110, 161, 190, 199, 231
“Praesidium” project
, 91n4
Pre-assessment survey
, 102
Pre-service teachers
, 98, 100–01, 159
Prejudice
, 5
Preparing for Work in NHS (PFW)
, 62–63
Prior Learning Assessments
, 120
Proactive approach
, 175
Proactive circles
, 21
Problem-Based Learning approach
, 61
Procedural memory
, 20
Product approach
, 57
Professional Linguistic Assessment Board (PLAB)
, 57, 61
Program content framework
, 117
Program development
, 116
Program process
in camps
, 206
electrifying intensity
, 207
good-bye ceremony; closing circle
, 208
Healing Box Circle
, 207
hope stones
, 207
hopeful thought
, 207
model
, 118
protected path of love and hope
, 208
realities of war through eyes of child
, 206–207
Tree of Hope
, 207–208
Protection System for Refugees and Asylum Seekers (SPRAR)
, 82, 84–85
“Protective” factors
, 191
Psycho-social impact
, 6
Psychological effects
, 174–75
Psychosocial educational peace-building activities
, 151
Psychosocial Peace-Building Education (PPBE)
, 13, 140, 142–43, 151
Public life reconfiguration
community dialogue designing grounded in findings from South Sudan
, 73–77
contemporary commons
, 67–69
experiential design networking current public workers
, 72–73
inquiry professional making with public-workers-in-training
, 71–72
learning
, 77–78
Women’s Talking Group
, 69–71
Public service
, 76–77
Public worker
, 72
Public-workers-in-training, inquiry professional making with
, 71–72
Racism
, 192–93
Reactive approaches
, 175
Reading
, 12, 60, 66, 98, 102, 158–61, 180, 199–200
Reception system
, 10, 82–83, 85, 88–89, 91
Recruiting JMU gardeners
, 163
CARE garden
, 165–67
noodling through ambiguities
, 164–65
preparing gardeners through community building and content
, 164
preparing gardeners through community engagement
, 163–64
Refugee Act
, 186, 218
Refugee and Asylum Seeking Centre for Healthcare Professionals Education North West (REACHE North West)
, 9, 48, 51–56
provision by stage
, 59
Refugee Doctors’ Programme
, 51
Refugee education
, 151, 187
Allport’s contact theory
, 5–6
Schlossberg’s transition theory
, 6–7
Refugee Escape Act
, 218
Refugee Health Screener 15 (RHS-15)
, 133
Refugee healthcare professionals (RHPs)
, 48
asylum seekers and refugees
, 48–49
Clinical Attachments
, 61–62
generic process for obtaining licence to practice
, 50
language classes
, 60–61
model/ethos
, 56–60
North East
, 51
PFW
, 62–63
PLAB
, 61
REACHE North West
, 51–56
regulatory process
, 49–51
Refugee resettlement
, 217–218, 220–221
camp
, 199
climate in United States
, 218–219
strategy
, 185
Refugee status
, 217
and educational access
, 219–221
refugee resettlement
, 217–218
refugee resettlement climate in United States
, 218–219
Refugee(s)
, 48–49, 83, 90, 152, 172
access to higher education
, 221–222
and asylum seekers
, 172
camps
, 7, 19, 147, 173–74
children
, 35–36, 95, 199–200
children within refugee crisis
, 171–74
community
, 159
council
, 49
crisis
, 205
flee
, 112
hosting countries
, 217, 220
integration
, 113
or asylum-seeking children
, 179–80
play-based provision role within refugee camps
, 175–79
population
, 217–219
refugee-resettlement agency
, 160
restorative practitioner’s experience in refugee camp
, 24–26
students
, 129
youth
, 140, 191–92, 199
Refugees transition
, 136
Canada’s position on refugees
, 111
higher education and refugees
, 113–14
from margins to centre through education research project
, 114
mental health distress of refugees
, 110
policy recommendations
, 120–21
practice framework
, 119–20
programming and findings
, 116–19
relevance and significance of community partners
, 114
research methodology
, 114–16
survivors of war and/or torture
, 111–13
Regional foster care
, 88
Regulatory process
, 49–51
Rehabilitation Act (1973)
, 132
Relational Ladder
, 20, 23–24
Research method
, 36
Research-based practices
, 71
Resettlement
, 68–69, 73
agency
, 128–29
services
, 102
strategy
, 186–87
Resilience
, 190–92, 201
schools and families
, 192–94
Resilient
, 13, 173, 191, 199
Resources
, 66, 68, 70, 73–74
Responsive adult literacy education
, 70–73
Responsive circles
, 21
Restorative approaches
, 20, 24
compassionate-witnessing process
, 23
restorative questions to addressing harm
, 21
Weingarten’s witness positions
, 22
Restorative experience
, 26–28
Restorative practices
, 21, 24
Restorative practitioner’s experience in refugee camp
, 24–26
Restoring dignity
, 29
Rwanda
, 147, 149, 159
Safe and Effective Clinical Communication skills (SECC)
, 62
Safe emotional space
, 28
Salford Royal Foundation NHS Trust (SRFT)
, 51
Schlossberg’s transition theory
, 6–7
School leaders and refugee students
, 185
PTSD
, 188–90
refugee education
, 187
resettlement strategy
, 186–87
resilience
, 190–94
trauma and effects
, 187–88
School studies, promoting success in
, 41
School-based health clinic (SBHC)
, 126, 130
School-based healthcare provider
, 130–32
Schools
, 179–80, 192–94
Schools/public schools
, 132, 218
Second reception process
, 87–89
Self-determination
, 141
Self-efficacy
, 201, 204
Simulated patients/actors (SPs)
, 61
Single “pet theory” of prejudice
, 6
Skills
, 18, 30, 166, 221, 237
communicative
, 220
conversational
, 186
employment
, 51–52
language
, 49–50, 60–61
language and vocational
, 7
social
, 38, 73
SnapchatTM
, 135
Soccer
, 134
Social and emotional growth
, 205
Social cohesion
, 4
Social development
, 177
Social exclusion
, 88, 110, 231
Social inclusion
, 12, 82, 87, 90, 111, 115
Social integration
, 4
Social media
, 134–36
Social policies
, 82
Social Science Humanities Research Council (SSHRC)
, 114
Social work
, 71, 229, 231
Socialization
, 85, 88, 128
Socio-cultural factors supporting to refugees
community support
, 128–29
ENL teachers
, 129–30
Hanif
, 126–27
learning accommodations
, 132–33
mentors
, 133–34
recommendations
, 136
school-based healthcare provider
, 130–32
social media
, 134–36
sport
, 134
Syracuse High School
, 127–28
Solutions
, 7, 35, 110, 114, 141, 143, 145–49, 151–52, 200, 204
Somalia
, 35, 146, 148–50, 186, 216–218, 223
South Sudan
, 66–68
community dialogue designing grounded in findings from
, 73–77
Tarnjeet Kang’s primary research in
, 73
South Sudanese Community Insights
, 68
South Sudanese refugees in United States
, 68
Southern Italy
, 90, 231
Space for agency and personhood
, 148–50
Space for shared agency
, 152–53
Sport
, 134
SPRAR projects
, 91
“Stable social support”
, 180
Staff development and support
, 181–82
Stakeholders to mutually benefit, opportunity for different
, 159
Stories
, 23, 25, 29, 103–04, 127, 142, 145–50, 212
Story making
, 143
Storytelling
, 23, 143, 166, 177, 212
Stressors
, 112, 189, 191, 194
Student Refugee Program
, 223
Students from refugee backgrounds (SRB)
, 11
challenges
, 222–223
educational support
, 225
financial support
, 223–224
recommendations for future practice
, 226
refugee access to higher education
, 221–222
refugee status and educational access
, 219–221
refugee status and refugee population
, 217–219
technology-facilitated education
, 226
Summer program
, 12, 160, 162, 213
Support
for transition of refugees and victims
, 110–21
transition to mainstream education,
, 179–81
“Support of Authority”
, 5–6
Supposed solidarity
, 84
Survival behaviors
, 182
Survivors of war and/or torture
, 111–13
Syracuse City School District (SCSD)
, 127
Syrian refugee crisis
, 111
Teacher education
, 97–98, 100
Teaching
, 58–59, 61, 95–03
Technology-facilitated education
, 226
Tell, Ask, and Give technique (TAG technique)
, 143
Temporary assistance for needy families (TANF)
, 126
The commons
, 68, 72, 78
Thematic analysis approach
, 13–4, 144–45
Theoretical discourse development
, 113
Therapeutic art
, 13, 201, 212
Thinking Classroom (education journal)
, 94
Time for critical reflection
, 145–47, 152
Time strand
, 145
Torture
, 111–13
Training
, 7–0, 28, 48, 51, 56–60, 62, 76, 97, 135, 1126
Transformative education
, 151
Transit
, 173
Transitions
, 26
to mainstream education
, 179–81
theory
, 6
Trauma
, 191, 222
and effects
, 187–88
memory
, 19
victims
, 200–201
Trauma management
, 18
brain in
, 19–20
relational ladder
, 20
restorative approaches
, 20–24
restorative experience
, 26–28
restorative practitioner’s experience in refugee camp
, 24–26
Traumatized refugees
, 24, 26
Tree of Hope
, 207–208
UK Border Agency
, 55
UK-based organizations
, 51
Unaccompanied migrant children in Calabria
, 85–87
Unanticipated transition
, 7
Unequal local citizenship in Italian welfare
, 83–85
United Nations (UN)
, 141
United Nations Convention
, 111
United Nations Convention on the Rights of the Child (UNCRC)
, 83
United Nations Educational, Scientific and Cultural Organization (UNESCO)
, 141
United Nations High Commissioner for Refugees (UNHCR)
, 12, 35, 110, 140, 186, 198, 199, 217, 222
United Nations International Children’s Fund (UNICEF)
, 172
United Nations refugee agency
, 18
United States, refugee resettlement climate in
, 218–219
United States Citizenship and Immigration Services (USCIS)
, 217
Universities
, 220
University of Kansas
, 98, 103
Unspeakable torture
, 112
US higher education
, 216
Vigilance
, 20
Volunteers
, 38–39
Wales Asylum Seeking and Refugee Doctors (WARD)
, 51
War-torn
, 111, 188
Warzones
, 172–73
Weeds threatening garden of CARE
, 167–68
Weingarten’s witness positions
, 22
Wheaton Refugee Scholarship
, 223
Women’s Talking Group
, 69
comparison of logics informing welfare and literacy service models
, 71
initial institutional outcome
, 70–71
“Wonder buddies” concept
, 143–44
Workforce
, 96, 135, 220–221
Working in partnership
, 182
World University Service of Canada (WUSC)
, 223
Worry
, 20, 102, 180
Writing
, 60, 62, 66, 69, 71–73, 75, 102, 159–61, 166
“Year of service”
, 34–35
Young volunteers in non-formal practices
, 34–35, 38, 39
Youth educates youth
, 35
Zambakari’s analysis
, 69
- Prelims
- Part I The Challenges
- Chapter 1 Introduction to Refugee Education: Integration and Acceptance of Refugees in Mainstream Society
- Chapter 2 Managing Trauma: A Restorative Process
- Chapter 3 The Non-Formal Education Practices Tackle the Challenge of Refugee Children in Israel
- Chapter 4 Refugee Healthcare Professionals, Education and Training – Reache North West as a Case Study
- Chapter 5 Reconfiguring Public Life: Refugee Education as Joint Inquiry
- Chapter 6 At The Borders of Italian Local Welfare. Unaccompanied Refugee Children in South Italy: Between Persistence and Changes in Politics and Policies
- Chapter 7 Teaching one Another: Connecting University Students to Promote Diversity
- Part II Creating a Support System
- Chapter 8 Support for the Transition of Refugees and Victims of Torture into the Labour Market through Access to Higher Edcation
- Chapter 9 Socio-Cultural Factors that Support the Successful Transition of Refugees from Middle School to College
- Chapter 10 Kakuma Refugee Camp: Where Knowledge and Hope Resides
- Chapter 11 James Madison University Sowing the Seeds of CARE (Creativity and Reading Education) within the Harrisonburg Refugee Community
- Chapter 12 Supporting Children’s Development in Refugee Camps
- Chapter 13 School Leaders and Refugee Students
- Chapter 14 Using Art as a Vehicle of Hope and Understanding: Messages from Youth in the United States and Africa
- Chapter 15 The Role of Colleges and Universities in Providing Support to Students from Refugee Backgrounds in the United States
- About the Authors
- Author Index
- Subject Index