Critical Pedagogy and Art for Social Justice Teaching Teachers

This paper explores the problems of standardised testing and the kind of educationresulting from high stakes tests. The author utilises action research by examining herown teaching practices and student responses to the inclusion of critical pedagogy andart-infused assignments to increase perspectives of social justice in education

Lessons Learned on Research Methods and Researcher Stance in Africa

This chapter documents the author’s reflections on travel, research, and purpose over 15 years of travelling to African countries to conduct research; in particular, Uganda. McBrien considers notions of privilege, mindful research and ethics as a North American White woman researcher in the field, offering lessons she has learned to those who may be new to this kind of work. Although some of her insights result from gendered perspectives, her observations result more from working primarily with women than from a specifically feminist perspective

Critical Pedagogy and Art for Social Justice Teaching Teachers

This paper explores the problems of standardised testing and the kind of educationresulting from high stakes tests. The author utilises action research by examining herown teaching practices and student responses to the inclusion of critical pedagogy andart-infused assignments to increase perspectives of social justice in education

Refugees, Asylum Seekers and Education for Citizenship and Social Justice

Although the concept of the refugee – one fleeing from a homeland to another country for safety – has been around for centuries, only since the end of World War II has there been a definition generally accepted by the international community, enshrined in the 1951 Geneva Convention Related to the Status of Refugees and its 1967 Protocol. This chapter will provide a brief historical overview of refugee flight from World War II to the present, definitions of refugees and asylum seekers, and an examination of several resettlement countries’ practices concerning education for refugees and asylum seekers. The author will conclude by considering elements of social justice and citizenship education as they relate to refugees and asylum seekers

Introduction

Since 2014, the international community has felt overwhelmed by refugees and asylum seekers searching for opportunities in which to rebuild their lives. Indeed, large numbers can result in turmoil and concern in resettlement countries and with national citizens. A climate of fear can result, especially if perpetuated by politicians and media that suggest negative effects resulting from immigration. Caught in the crossfire of social and political disagreements about migration are children, most of whom are not included in decisions to leave their homelands. This edited book examines their academic challenges from the perspective of the six English-speaking refugee resettlement countries. Our hope is not only to compare challenges, but also to describe successes by which teachers and policymakers can consider new approaches to help refugee and asylum-seeking children. Educational Policies and Practices of English-Speaking Refugee Resettlement Countries offers perspectives from established and new scholars examining educational situations for refugees and asylum seekers. The top three resettlement countries are the United States, Canada, and Australia. For its size, New Zealand is also proportionately a country of high resettlement. New to resettlement are the United Kingdom and the Republic of Ireland. Thus, this collection includes wisdom from countries that began resettlement during World War Two as well as newcomers to the process. In 2018, UNHCR numbers of displaced people reached a record high of 68.5 million. Policymakers, teachers, social service providers, and the general public need to understand ways to help resettled refugees become productive members in their new countries of residence