Literature Review

As the foundation of my project I am creating a literature review of important literature involving these themes:

Pre-Resettlement Situation for (Syrian) Refugee Children

Children in Refugee Camps

Best Practice Suggestions for (Syrian) Refugee Educational Support

(Syrian) Refugee Students in International School Systems

Alternative Education Programs for Refugee Students

I am including my current reference list that I have thus far. I am creating a formal literature review that I will be publishing online in the hopes that others may be able to build off of my work. If you, or anyone you know, is aware of any articles I should include, please just email me at amdressl@ucalgary.ca

References:

Ayoub, M. N. (2014). An investigation of the challenges experienced by Somali refugee students in Canadian elementary schools. University of Windsor.

Bircan, T., & Sunata, U. (2015). Educational assessment of Syrian refugees in Turkey. Migration Letters, 12(3), 226–237. Retrieved from http://search.proquest.com.resources.library.brandeis.edu/docview/1718580495?rfr_id=info:xri/sid:primo

Block, K., Cross, S., Riggs, E., & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 18(12), 1337–1355. http://doi.org/10.1080/13603116.2014.899636

Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed positive education: using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63–83. http://doi.org/10.1007/s40688-015-0070-x

Cacciattolo, M. (2013). Fostering collaborative partnerships: One school’s approach. In Engaging the Disengaged: Inclusive approaches to teaching the least advantaged (pp. 143–158).

Clark-kasimu, N. (2015). Serving refugee students and unaccompanied minors: More than just learning english, 20–25.

DeCapua, A. (2016). Building bridges to academic success through culturally responsive teaching. MinneTESOL, Spring(1). Retrieved from http://minnetesoljournal.org/spring-2016/building-bridges-to-academic-success-through-culturally-responsive-teaching

DeCapua, A., & Marshall, H. W. (2011). Reaching ELLs at Risk: Instruction for Students With Limited or Interrupted Formal Education. Preventing School Failure: Alternative Education for Children and Youth, 55(1), 35–41. http://doi.org/10.1080/10459880903291680

Due, C., Riggs, D. W., & Augoustinos, M. (2016). Diversity in intensive English language centres in South Australia: Sociocultural approaches to education for students with migrant or refugee backgrounds. International Journal of Inclusive Education, 3116(12), 1–11. http://doi.org/10.1080/13603116.2016.1168874

Erden, O. (2016). Building bridges for refugee empowerment. Journal of International Migration and Integration, (18), 1–17. http://doi.org/10.1007/s12134-016-0476-y

Ferfolja, T., & Vickers, M. (2010). Supporting refugee students in school education in Greater Western Sydney. Critical Studies in Education, 51(2), 149–162. http://doi.org/10.1080/17508481003731034

Ficarra, J. (2017). Comparative international approaches to better understanding and supporting refugee learners. Issues in Teacher Education, 26(1), 73–85.

Hos, R. (2016). Education in Emergencies: Case of a Community School for Syrian Refugees. European Journal of Educational Research, 5(2), 53–60. http://doi.org/10.12973/eu-jer.5.2.53

Jabbar, S. A., & Zaza, H. I. (2014). Impact of conflict in Syria on Syrian children at the Zaatari refugee camp in Jordan. Early Child Development and Care, 184(February), 1507–1530. http://doi.org/10.1080/03004430.2014.916074

Lai, C. (2017). Strands of support. Education Canada, 10–15. Retrieved from http://www.cea-ace.ca/education-canada/article/strands-support

Lăzăroiu, G. (2015). The educational status of refugee youth from Syria. Educational Philosophy and Theory, 47(13–14), 1383–1384. http://doi.org/10.1080/00131857.2015.1108608

MacNevin, J. (2012). Learning the way: Teaching and learning with and for youth from refugee backgrounds on Prince Edward Island. Canadian Journal of Education, 35(3), 48–63.

Mareng, C. D. (2010). Reflections on refugee students’ major perceptions of education in Kakuma Refugee Camp, Kenya. Intercultural Education, 21(5), 473–481. http://doi.org/10.1080/14675986.2010.521392

McCall, A. L., & Vang, B. (2012). Preparing preservice teachers to meet the needs of Hmong refugee students. Multicultural Perspectives, 14(1), 32–37. http://doi.org/10.1080/15210960.2012.646847

O’Rourke, J. (2014). Education for Syrian refugees: the failure of second-generation human rights during extraordinary crises. Albany Law Review, 78(2), 711–738.

Ogilvie, G., & Fuller, D. (2016). Restorative Justice Pedagogy in the ESL classroom: Creating a caring environment to support refugee students. TESOL Canada, 33(10), 86–96.

Ostrand, N. (2015). The Syrian Refugee Crisis: A Comparison of Responses by Germany, Sweden, the United Kingdom, and the United States. Journal on Migration and Human Security, 3(3), 255–279. http://doi.org/10.14240/jmhs.v3i3.51

Rasheed, R. A., & Munoz, A. (2016). Higher education and peacebuilding – a bridge between communities? Journal of Peace Education, 13(2), 172–185. http://doi.org/10.1080/17400201.2016.1205003

Research by Selcuk Sirin finds Syrian refugee children encountering significant trauma and education disruptions. (2015). Retrieved May 17, 2017, from http://steinhardt.nyu.edu/site/ataglance/2015/10/research-by-selcuk-sirin-finds-syrian-refugee-children-encountering-significant-trauma-and-education-disruptions.html

Roxas, K. (2011). Creating communities: Working with refugee students in classrooms. Democracy and Education, 19(2), 1–8. http://doi.org/10.7748/nop.27.1.41.s22

Schroeder, J. (2012). Insecure identities: Unaccompanied minors as refugees in Hamburg. Bulgarian Comparative Education Society, 81–86.

Skidmore, J. (2016). From discord to harmony: How Canadian music educators can support young Syrian refugees through culturally responsive teaching. Canadian Music Educator, 7–13.

Stewart, J. (2017). A culture of care and compassion for refugee students. Education Canada, 20–2.

Szente, J., Hoot, J., & Taylor, D. (2006). Responding to the special needs of refugee children: Practical ideas for teachers. Early Childhood Education Journal, 34(1), 15–20. http://doi.org/10.1007/s10643-006-0082-2

Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39–56. http://doi.org/10.1080/13603110903560085

Timm, M. (2016). The integration of refugees into the German education system: A stance for cultural pluralism and multicultural education. eJournal of Education Policy, (special issue), 1–8. Retrieved from http://nau.edu/COE/eJournal/_Forms/2016SpecIssue/Timm/

Tran, D., & Hodgson, B. R. (2015). Meeting the needs of refugee and immigrant students and families in a culturally responsive way. Voices in Urban Education, (41), 7–15.

Warner, J. (2017). No Lost Generations: Refugee children and their human right to education, from the Holocaust to the Syrian Civil War.

Williams, R. (2007). The psychosocial consequences for children of mass violence, terrorism and disasters. International Review of Psychiatry, 19(3), 263–77. http://doi.org/10.1080/09540260701349480

Wolmer, L., Hamiel, D., Ph, D., Laor, N., & Ph, D. (2011). Preventing children ’ s posttraumatic stress after disaster with teacher-based intervention : A controlled study. JAAC, 50(4), 340–348.e2. http://doi.org/10.1016/j.jaac.2011.01.002

Zong, B. J., & Batalova, J. (2017). Syrian refugees in the United States: Migration policy report.

 

 

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