Description
Book SynopsisThis book examines the educational systems into which students with refugee backgrounds are placed when relocated into their new homelands. It discusses the current climate of neo liberalism which pervades schooling in many western countries and the subsequent impact on curriculum focus and teaching strategies. The authors propose ways in which these students can be educated with policies and perspectives which respect diversity and uniqueness, using among others a primary school in regional Australia dedicated to holistic education as an example. Informed by postmodern perspectives on education and its purposes and drawing on the interdisciplinary wisdoms of critical scholars, this book presents a theoretical introduction to the educational landscape as found in many of the countries in which students with asylum seeker and refugee backgrounds are placed as the result of forced resettlement in new homelands. It discusses the impact of reductionist pedagogical and epistemological policies which are the foundations of neo liberalism. It challenges educators and policy makers to see beyond superficial differences and competition and to focus instead on the very significant impact of trauma and loss that these students have experienced as children and young people. The book dares educators at all levels of policy and practice to become truly human again and to consider the role of educational love and care that formed the cornerstones of educational endeavours for authentic pedagogues for decades. The book concludes with a research-based study of a school in a regional Australian town which not only educates with an ethic of pedagogical love and care, promoting a sense of belonging and emotional wellbeing for all students, 30% of which are of asylum seeker and refugee backgrounds, but celebrates high academic standards needed for student success, as well.
Table of ContentsFrom the Contents; Introduction; Part A Theory and Education; Chapter 1 Education and Students with Asylum Seeker and Refugee Experiences; Chapter 2 Attempting to understand Other; Chapter 3 School as Community; Chapter 4 Ways of knowing and doing; Chapter 5 Language, oracy and imaginative learning; Part B Educating with wisdom and humanity – A school profile; Chapter 6 Neoliberalism, an ethic of care and holistic education; Chapter 7 Teaching, diversity and trauma; Chapter 8 Global citizenship and cultural identity; Chapter 9 Integral education and epistemologies; Chapter 10 Communities, communication and voices of empowerment;
