Education has the potential to be a healing and empowering process for refugee students. The child-centred spaces of school and classroom are ideally suited to support integration into a new community and help normalize experiences of displacement. Yet educational systems are often ill-equipped to facilitate the transition of students arriving with complex experiences of uprootedness, war, violence, and trauma. So, what strategies and pedagogies can teachers use to ease the transition for refugee students in their schools? How can educational policies guide and support teachers working with refugee students as they navigate education, resettlement, and well-being?
New research in Canada has found significant gaps in research, policy, and teacher preparation when it comes to supporting K-12 refugee students in Canadian classrooms. One way to address those gaps is to explore the methods and experiences of educators working with refugee children outside Canada. Can the national and transnational exchange of educational policy and practice provide solutions and new approaches to support refugee learners and educators in a 'globalized' classroom.
On May 31, join Dr. Snežana Ratković, Brock University (Canada) in conversation with Dr Stavroula Kaldi, University of Thessaly (Greece), to discuss the experiences of refugee students in the classroom and beyond, current educational policy gaps when it comes to supporting refugee students, and successful strategies that teachers, resettlement officers, and school administrators can use to ease the transition for refugee students in schools.
Date: May 31, 2018
Time: 10:00 a.m.