Index
Jason R. Swisher
(Texas State University, USA)
This content is currently only available as a PDF
Citation
Swisher, J.R. (2023), "Index", Beyond Refuge (Studies in Educational Administration), Emerald Publishing Limited, Leeds, pp. 165-169. https://doi.org/10.1108/978-1-80382-267-920231012
Publisher
:Emerald Publishing Limited
Copyright © 2023 Jason R. Swisher. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academic culture
, 68
Academics
, 80
Accountability
, 147
American Dream
, 2
Asylee
, 21–23
Attendance for refugee students
, 45–46
Biases
, 117–118
Bottom-up change
, 143
Capitalism
, 144
Capitalistic education systems
, 143
Capitalistic societies
, 143
Career training partnerships
, 127
Change
, 130
agency for
, 41–43
in belief
, 129–130
in educational philosophies
, 104–105
in outcomes
, 137–138
in policy
, 132–137
in practice
, 137
professional development
, 130–132
Classrooms
, 21–22
Community
, 111–112
colleges
, 127
cultural and sociopolitical influences on educational communities
, 80–83
development process
, 101–102
focus on refugees
, 83–85
learning exchanges
, 83, 103
members
, 102
secondary migration
, 85–86
valuing and developing
, 79
Community-building
space for
, 102
work
, 114
Computer program
, 144
Concrete techniques
, 38
Counseling
, 110
Counselors
, 110
Coursework
, 47–48
Cultural influences on educational communities
, 80–83
Cultural Proficiency and Inclusiveness
, 77
Cultural vision
, 103–105
Culturally Proficient School Systems (CPSS)
, 67–68
Culturally relevant pedagogy
, 7, 11, 66
Culture
, 65–69
Curricula
, 114–118
Decision-making processes
, 134
Democracy and equity interpretation
, 152–153
District leaders
, 126–127
Dual-language programs
, 116
Dutch community
, 51–52
Dutch language
, 51–52
Dutch teachers’ descriptions of refugees
, 23
Educate/education
, 3, 21, 31, 40, 102, 117–118, 141–142, 144
reconsideration
, 141–143
refugees
, 31, 84, 140
system
, 46, 139
Educational aims
, 31
Educational communities, cultural and sociopolitical influences on
, 80–83
Educational goals
, 89
Educational influence
, 100
Educational leaders
, 107, 140
Educational outcomes
, 137
Educational philosophies
, 104–105
Educational stakeholders
, 149
Educational support
, 59
Educational systems
, 54, 142
leaders
, 145
Educators
, 5–6, 13, 58, 87, 101–103, 106–107, 109–110, 114–115, 119–120, 122–123, 140, 152
care and love
, 74
connection
, 123–127
creating awareness across levels of influence
, 119–121
education
, 118–123
empathetic staff
, 121–122
listening
, 55
treating educators well
, 122–123
Election process
, 134
ELLevation software
, 50
Emancipation
, 141–142
Emancipatory education
, 31, 39, 42–43, 84, 102–103, 123
model of education
, 1–2
for refugees
, 32, 114–115
Emotional learning
, 37–39
encouraging friendships
, 110
prioritization
, 109–111
providing counseling
, 110–111
Empathy, educational aims
, 33–37
English as Second Language (ESL)
, 10
English fluency
, 143–144
English language
, 46–47, 117
learning
, 125
support for English language acquisition
, 7–8
teaching
, 7–8
English language learners (ELL)
, 7–8, 136
Enrollment for refugee students
, 45–46
Examination
, 77
Families
, 102
Faraq’s online program
, 49
Faraq’s science curriculum
, 115
Faraq’s teachers
, 47, 49–50, 91
Federal policymakers
, 142
Funding
, 92, 96, 139–140
Google Translate
, 90
Immigrations and Customs Enforcement (ICE)
, 82
Inclusion, educational aims
, 33–37
Inclusive education for refugees
, 10
International educational goals
, 38
International Rescue Committee (IRC)
, 32, 75, 78, 94–95, 120–121
International Schools
, 12–13
Interpreters
, 139
Iraqi refugee
, 35
K-12
schooling
, 45–46
schools
, 127, 147
Language
, 147
addressing
, 116–117
describing refugees
, 139
learners
, 144
learning
, 49
Language Proficiency Assessment Committee (LPAC)
, 50
Lawmakers
, 102
Leaders
, 2, 146–147
Leadership, partnership and
, 10–12
Learning
, 150
culture
, 65–69
individuals
, 70–76
program
, 31
for resettled refugees
, 45
self
, 76–78
Listening
, 55–56, 107
learning culture
, 65–69
learning effects of forced displacement on families
, 58–65
learning individuals
, 70–76
learning self
, 76–78
making time
, 56–58
Local community members
, 79, 102
Mentor system
, 37
Meritocratic discourse
, 2
Methodology for Academic and Personal Success
, 37
Money
, 137
Multiple-choice standardized testing and reliance
, 116
National leaders
, 154
New York University Global TIES
, 95
Nonrefugee children
, 79
Nonrefugee students
, 67
Organizational aims (see also Psychosocial educational aims)
enrollment and attendance
, 45–46
graduate assimilation
, 46–48
language proficiency
, 49–54
Parent advisory council
, 64
Parent-student-staff meetings
, 105
Parental involvement
, 10
Participants
, 21–22, 89
Partnerships
, 126–127
in supporting educational goals
, 89
Policies
, 102, 137, 151
changes
, 108, 132, 137
collectively informed
, 149–150
Policymakers
, 140
Political control issues
, 24
Posttraumatic stress disorder (PTSD)
, 25
Predictability techniques
, 38
Professional development
change
, 130–132
listening
, 56–57
redefining
, 145–146
Psychosocial educational aims (see also Organizational aims)
agency for change
, 41–43
inclusion and empathy
, 33–37
Maslow’s hierarchy of needs
, 31–33
self-sufficiency and self-advocacy
, 39–41
social and emotional learning
, 37–39
Public-school system
, 89
Publicly displaying care
, 108
Refugee Act (1980)
, 3
Refugee children
, 46, 103, 111
lack of academic success
, 109
Refugee education
, 3, 13, 31, 42, 45, 55–56, 58–59, 88, 138, 145–147
context of study
, 2–3
international schools
, 12–13
partnership and leadership
, 10–12
qualification
, 8–10
socialization
, 5–6
subjectification
, 10
support for English language acquisition
, 7–8
support for identity, cultural, psychological, social, and emotional issues
, 6–7
vertical case study
, 13–14
Refugee parents
, 64
supporting
, 111–114
Refugee School Impact Grant
, 139–140
Refugee students
, 40, 46, 48–49, 76–77, 107, 118, 127
and parents
, 143
separating or integrating
, 124
Refugees
, 13, 22–23, 25–26, 31, 33–36, 40, 46–47, 65, 79, 83, 85, 90, 94, 101–102, 106, 113, 115, 123, 127, 134, 136, 139–140, 146
classification
, 21–22
defining and identifying
, 21
education
, 142
emancipatory education for
, 32
emotion
, 24–25
experience
, 25
families
, 31, 33
population
, 123
self-advocacy
, 141
stories
, 55
stratification
, 23–24
support organizations
, 79
support specialists
, 125–126
test-takers
, 47–48
uncertainty of selves
, 25–29
Residency tracking system
, 125–126
Resources
, 123–127
creative with funding
, 92–96
responsibility for systemic change
, 96–100
school district
, 89–92
Respect
establishing cultural vision
, 103–105
making time for storytelling
, 105–107
philosophies of
, 102–108
publicly displaying care
, 108
valuing difference
, 107–108
Rigid educational systems
, 118
School board
, 133
members
, 133, 149–150
School district
leaders
, 112
school district
, 89–92
Schooling perpetuates
, 104
Schools
, 33, 104, 113, 134–135, 153
budgets and grants
, 139–140
existing systems
, 22
improvement
, 145
leaders
, 108, 111
school-aged refugees
, 92–93
staff
, 102
systems
, 52, 142
Secondary migration
, 85–86
Self-advocacy
, 39, 41, 101, 111
Self-assessment
, 100
Self-awareness
, 77
Self-challenge
establishing cultural vision
, 103–105
making time for storytelling
, 105–107
philosophies of
, 102–108
publicly displaying care
, 108
valuing difference
, 107–108
Self-contained classrooms
, 54
Self-determination
, 101, 141
Self-segregating via secondary migration
, 125
Self-sufficiency
, 39–41
Social and emotional learning (SEL)
, 38
Social learning
, 37–39
encouraging friendships
, 110
prioritization
, 109–111
providing counseling
, 110–111
Social workers
, 139
Socialization
, 5–6
social systems
, 143–145
umbrella of
, 5
Standardized testing
, 48
Storytelling
, 109
making time for
, 105–107
Students
, 102, 105
mentorship program
, 110
student-mentors
, 110
Subjectification
, 10
Subtractive schooling
, 7
Syrian culture
, 65–66
Systemic change
authenticity in practice
, 151–152
changing international perceptions of United States
, 153–154
collectively informed policies
, 149–150
educate reconsideration
, 141–143
funding
, 139–140
integrating leadership, policy, and practice
, 148–152
interpreting democracy and equity
, 152–153
measurement
, 147–148
redefining professional development
, 145–146
responsibility for
, 96–100
socialization requires social systems
, 143–145
Teachers
, 34–36, 57–59, 61, 67, 75, 102, 109–111, 113, 116, 118, 131, 139, 141–142, 145–146, 148, 152
as cultural workers
, 66
interactions
, 145–146
learning circles
, 78
Teaching
, 114, 118, 142, 150
addressing biases
, 117–118
addressing language
, 116–117
refugees
, 57
Technology
, 140
Texas Education Agency
, 116
Texas’ academic testing system
, 47–48
Top-down change
, 143
United Nations High Commissioner for Refugees
, 23–24
United States
, 2, 7–8
changing international perceptions of
, 153–154
education system
, 57, 141, 143
Vertical case study
, 13–14
Worldwide Refugee Admissions Processing System
, 3
- Prelims
- Chapter 1 Educating Those Forcibly Displaced: Purposes and Processes
- Chapter 2 Defining and Identifying Refugee
- Chapter 3 Examining Psychosocial Educational Aims
- Chapter 4 Examining Organizational Aims
- Chapter 5 Listening to Stories and Acting With Perspective
- Chapter 6 Valuing and Developing Community
- Chapter 7 Recognizing Dis/Connections in Support and Resources
- Chapter 8 Integrating Love, Care, Curricula, and Community
- Chapter 9 Theorizing and Leading Change
- Chapter 10 Sustaining Systemic Change
- References
- Index