Offering nuanced insights into violence, humanitarian protection, gender relations, and coping of refugees in a Ugandan refugee camp, this book shows how risks prevail for refugees despite and partly due to their settlement in the camp and the system established to protect them, and hones in on the strategies used by people to protect themselves.

Between Two Cultures: The Case of Cambodian Women in America is a study of Cambodian (Khmer) refugee women who settled in Lowell, Massachusetts, a city known for its immigrant history. This study describes the «journeys» made and the challenges faced by these newcomers as they attempted resettlement in an environment very different from their home country. Simply and lucidly, Mitra Das gives us captivating insights and an understanding of the experiences of this group of refugees from «different shores.» In so doing, she brings to life the processes and conditions that are important for adaptation to American society. It can be a valuable source for understanding the dynamics of migration, ethnicity, and gender and can be used for those courses in sociology. People outside of academia working with refugee and immigrant groups will also find this book to be a valuable resource.

This groundbreaking text provides practical, contextualized methods for teaching and discussing topics that are considered "taboo" in the classroom in ways that support students’ lived experiences. In times when teachers are scapegoated for adopting culturally sustaining teaching practices and are pressured to "whitewash" the curriculum, it becomes more challenging to create an environment where students and teachers can have conversations about complex, uncomfortable topics in the classroom. With contributions from scholars and K-12 teachers who have used young adult literature to engage with their students, chapters confront this issue and focus on themes such as multilingualism, culturally responsive teaching, dis/ability, racism, linguicism, and gender identity. Using approaches grounded in socioemotional learning, trauma-informed practices, and historical and racial literacy, this text explores the ways in which books with complicated themes can interact positively with students’ own lives and perspectives. Ideal for courses on ELA and literature instruction, this book provides a fresh set of perspectives and methods for approaching and engaging with difficult topics. As young adult literature that addresses difficult subjects is more liable to be considered "controversial" to teach, teachers will benefit from the additional guidance this volume provides, so that they can effectively reach the very students these themes address.

Kuoya has created a powerful collection of soulful poems that juxtapose images of revolution and displacement with the solace found in nature and the achievement of inner peace. Carrying with him recollections of his homeland, he embarks on an inward journey, quieting his "roving mind" and following the "whispers" of his destiny. "Sit in the heart of your presence," he advises-a meaningful message for us all. - Dr. Rossi-Le, Vice President and Dean of Endicott College.

This is a deliberately provocative book. It critiques current student behaviour management practices, seeks to explain the flawed assumptions that justify those practices, and proposes how things could be better for children in our schools if different practices were adopted. It is one of the few books to offer alternative ways of addressing the issues associated with student behaviour at school, and exposes the field to serious and sustained critique from both a research perspective and a children’s rights ideological stance. The authors address the following questions: What ideas dominate current thinking on student behaviour at school? What are the policy drivers for current practices? What is wrong with common behaviour approaches? What key ideologies justify these approaches? How can we present ethical alternatives to current approaches? How can a human rights perspective contribute to the development of alternative approaches? In exploring these questions and some ethical alternatives to the status quo, the authors suggest practical ways to ‘answer back’ to calls for more authoritarian responses to student behaviour within our schools. In doing so, the authors advocate for reforms on behalf of children, and in their interests.

While medical specialists in disaster mitigation, preparedness, and response are needed worldwide, the initial phase of disaster response is almost entirely dependent upon local resources—making it essential that all healthcare personnel have a working knowledge of the field and stand ready to integrate into the response system. Ciottone's Disaster Medicine, 3rd Edition, is the most comprehensive reference available to help accomplish these goals in every community. It thoroughly covers isolated domestic events as well as global disasters and humanitarian crises. Dr. Gregory Ciottone and more than 200 worldwide authorities share their knowledge and expertise on the preparation, assessment, and management of both natural and man-made disasters, including lessons learned by the responders to contemporary disasters such as the COVID-19 pandemic, Australian and western U.S. wildfires, European heatwaves, the Beirut explosion, recent hurricanes and typhoons, and the global refugee crisis. - Part 1 offers an A-to-Z resource for every aspect of disaster medicine and management, while Part 2 features an exhaustive compilation of every conceivable disaster event, organized to facilitate quick reference in a real-time setting. - Covers basic concepts such as identification of risks, organizational preparedness, equipment planning, disaster education and training, and more advanced concepts such as disaster risk reduction, health in complex emergencies, building local disaster resiliency, psychological impact of disasters on children, and more. - Contains new decision trees throughout that help guide you through the decision-making process in difficult situations. - Uses an easy-to-follow, templated approach to historical perspectives, overviews of current practice including pre-incident and post-incident actions, medical treatment of casualties, and potential pitfalls. - Includes updated sections on man-made disasters, including mass casualties, active shooter situations, integrated response to terrorist attacks, and chemical/biological/radiological/nuclear/high-yield explosives disasters. - Discusses the latest technologies, such as the use of mobile disaster applications, drone response systems, and virtual reality simulation training. - Features thoroughly updated information on crisis leadership, practical applications of disaster epidemiology, disaster and climate change, and the integration of non-government agencies (NGOs) in disaster response—a critical topic for those responding to humanitarian needs overseas. - Includes new chapters on Pandemic Preparedness and Response, Disaster Medicine in a Changing Climate, Disaster Response in Asia, Building Local Capacity and Disaster Resiliency, Civilian-Military Coordination in Disaster Response, Medical Simulation in Disaster Preparedness, Disaster Nursing, Crisis Meta-Leadership, Palliative Care in Disasters, Counter-Terrorism Medicine, SARS CoV (COVID-19 and SARS), and Disasters in Space Travel. - An eBook version is included with purchase. The eBook allows you to access all of the text, figures and references, with the ability to search, customize your content, make notes and highlights, and have content read aloud.

This book looks at contemporary autobiographical works by writers with African backgrounds in relation to the idea of ‘place’. It examines eight authors’ works – Helen Cooper’s The House at Sugar Beach, Sisonke Msimang’s Always Another Country, Leila Ahmed’s A Border Passage, Noo Saro-Wiwa’s Looking for Transwonderland, Douglas Rogers’s The Last Resort, Elamin Abdelmahmoud’s Son of Elsewhere, Clemantine Wamariya and Elizabeth Weil’s The Girl Who Smiled Beads and Aminatta Forna’s autobiographical writing – to argue that place is particularly central to personal narrative in texts whose authors have migrated multiple times. Spanning Liberia, Nigeria, Sierra Leone, Egypt, Rwanda, Zambia, and Zimbabwe, this book interrogates the label ‘African’ writing which has been criticized for ignoring local contexts. It demonstrates how in their works these writers seek to reconnect with a bygone ‘Africa’, often after complex experiences of political upheavals and personal loss. The chapters also provide in-depth analyses of key concepts related to place and autobiography: place and privilege, place and trauma, and the relationship between place and nation.

Terrorism and war have engendered a special set of people with distinctive and uniquely contemporary therapeutic needs. How do we cope with the personal experience of political violence? Living with Terror, Working with Trauma addresses the ways that mental health practitioners can assist survivors of terrorism. Drawing upon the experience of leading practitioners and renowned experts throughout the world, this edited volume explores the most innovative methods currently employed to help people heal--and even grow--from traumatic experiences. It argues for a multi-dimensional approach to understanding and treating the effects of terror-related trauma. Comprehensive in scope, Living with Terror, Working with Trauma covers psychodynamic, cognitive-behavioral, existential, and neuro-physiological techniques for working with individuals and groups, children and adults, both in the clinic and in the field. The contributors share their personal and clinical experiences in Hiroshima, Cambodia, the Middle East, Vietnam, and other sites of mass violence and terror, including the Holocaust. A special section is devoted to the September 11th. As it addresses the basic existential challenge of finding meaning and creatively transforming one's experience of terror and trauma, this volume explores the territory, identifies the key problems, and presents effective therapeutic solutions.

This book provides a critical analysis of the Rohingya refugees’ identity building processes and how this is closely linked to the state-building process of Myanmar as well as issues of marginalization, statelessness, forced migration, exile life, and resistance of an ethnic minority. With a focus on the ethnic minority’s life at the Myanmar-Bangladesh border, the author demonstrates how the state itself is involved in the construction of identity, which it manipulates for its own political purposes. The study is based on original research, largely drawn from fieldwork data. It presents an alternative and endogenous interpretation of the problem in contrast to the exogenous narrative espoused by state institutions, non-governmental organizations, and the media.

This book examines forced migration of two refugees groups in South Asia. The author discusses the claims of “belonging” of refugees, and asserts that in practice “belonging” can extend beyond the state-centric understanding of membership in South Asian states. She addresses two sets of interrelated questions: what factors determine whether refugees are relocated to their home countries in South Asia, and why do some repatriated groups re-integrate more successfully than others in “post-peace” South Asian states? This book answers these questions through a study of refugees from Sri Lanka and Bangladesh who sought asylum in India and were later relocated to their countries of origin. Since postcolonial societies have a typical kind of state-formation, in South Asia’s case this has profoundly shaped questions of belonging and membership. The debate tends to focus on citizenship, making it a benchmark to demarcate inclusion and exclusion in South Asian states. In addition to qualitative analysis, this book includes narratives of Sri Lankan and Chakma refugees in post-conflict and post-peace Sri Lanka and Bangladesh respectively, and critiques the impact of macro policies from the bottom up.