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12. The education of children and youth of refugee background in Canada (1)

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Giving and Receiving: Lynnette, Lexi, Sarah R, Hia, Hannah

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Giving and Receiving: Lynnette, Lexi, Sarah R, Hia, Hannah

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What is it?

• "Creating opportunities for students of refugee background to give back [to the community] is important." (Barber, 2021)

• Giving and receiving social support.

How does it support?

• Provides the opportunity to give back in meaningful ways that they have already experienced themselves.

• Builds a sense of social interaction within their community.

What teachers need to know:

• Types of opportunities to connect to their community.

• Local projects with a community focus.

• Focus on teaching to become more responsible, compassionate citizens.

Gagné, A. (2023). The education of children and youth of refugee background in Canada. In Asylum and resettlement in Canada: Historical development, successes, challenges and lessons learned edited by Ervis Martani and Denise Helly. Genova University Press. 232-256.

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Translanguaging - Shania, Greg, Lucas, Syrena, John 12.4.3 

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Translanguaging - Shania, Greg, Lucas, Syrena, John 12.4.3 

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1. The intentional use of instructional strategies that integrate two or more languages and aim at the development of a multilingual repertoire as well as metalinguistic and language awareness among multilingual learners.

2. It can encourage them to challenge racial linguistic ideologies and confront societal power relations that position them as less powerful because their first language is not English.

3. Teachers need to know/ how they can take action:

Engage in professional development related to students with refugee backgrounds.

Provide an asset based lens for teaching and learning.

to give space to other languages within the school community.

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Caring, Giving and Receiving - Alex, Grace, Kate, Victor, and Will 

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Caring, Giving and Receiving - Alex, Grace, Kate, Victor, and Will 

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1) What is it? "Caring allows teachers to see what their students need, find ways to meet these needs and observe what is working to ensure the wellbeing of their students on a day-to-day basis" (Barber, 2021, p. 249).

2) How does it support children of refugee backgrounds? It is trauma-informed and prevents breakdown in communication.

3) What teachers need to know in ways to take action: Using restorative justice pedagogy to create a caring learning environment. Teachers who provide holistic care can engage community support networks.

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Simming, Sarah F, David, Caitlin, Deirdre

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Simming, Sarah F, David, Caitlin, Deirdre

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1:

community centers involvement in supporting students

2:

the RAISED acronym: 1) Reveal culture, 2) Acknowledge pre-migration ex-

periences, 3) Identify post-migration systemic barriers, 4) Support family and

community strengths, 5) Establish connections between environments, and 6)

Determine child outcomes together with families.

3:

"Educators should know there is a book around the notion of the interconnection of the multiple world in which new comers live, with a focus on practices to evaluated the assets and identities of students"

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12.4.4 - Arts-based programming, digital storytelling, identity-focused pedagogies (Cindy, Sahar, Madison, Ammira)

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12.4.4 - Arts-based programming, digital storytelling, identity-focused pedagogies (Cindy, Sahar, Madison, Ammira)

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What is it?

Arts (dance, drama, painting, and other visual arts) can be a useful medium to express emotions and encourage communication between students

How does it support children and youth of refugee backgrounds?

Recognizing, acknowledging, and respecting students' experiences

Helping students feel seen and included in the school environment

What teachers need to know and ways they can take action:

Through storytelling

Infusing multi-literacies and identity-focused or me-mapping pedagogy

a guide for educators who would like to explore me-mapping pedagogy with their newcomer students

Providing opportunities to express themselves, as school is the main place where they can be recognized and take part in inclusive and equitable practices

Providing alternatives to health services that are sometimes underused by refugee families or simply not available in a certain region

Respect how much information students want to share and with whom, to avoid overwhelming them

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12.4.11 Teacher education and professional development - Brittany, Azmeri, Anna, Fatima, Laura

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12.4.11 Teacher education and professional development - Brittany, Azmeri, Anna, Fatima, Laura

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1. What is it? This section addresses how there is a lack of preparedness in supporting refugee students as there is a lack of preparation to support their diverse needs, namely supporting their journey in learning English. Moreover, there is a mandated course that requires pre-service teachers in learning about diversity and inclusion prior to entering the teaching force.

2. How does it support? This supports pre-service teachers with mandatory knowledge, thereby giving them the background knowledge and tools to accommodate refugee students. However, there is a gap of knowledge for experienced teachers who had not received the training, thereby making it difficult for them to support refugee students.

3. What a teacher needs to know and ways to take action: There are resources available for teachers who are looking to learn more about supporting refugee students. Teachers can refer to Gagne et al (2020) guide for teachers which talks about me-mapping pedagogy for experienced and preservice teachers. This pedagogy has proven to be useful among preservice teachers, as they found that using me-mapping pedagogy was useful through employing intersectionality discourse.