This volume will provide educators at all levels with a research and evidence based understanding of the educational opportunities and challenges facing refugees. The chapters focus on language, teaching and pedagogical issues surrounding refugee education.

Global migration, the rise of popular nationalism, and the quest by diverse racial, ethnic, cultural, linguistic, and religious groups for recognition, civic equality, and structural inclusion within their nation-states have complicated the attainment of citizenship in countries around the world. Virulent and pernicious nationalism in some nations, including the United States, the United Kingdom, Hungary, Switzerland, and Italy, has made it difficult for migrant, refugee, and other marginalized groups to attain citizenship rights and to fully participate in their nation-states. The enormous increase in the number of migrant and refugees in many nations has also complicated citizenship acquisition for marginalized populations. In this book, scholars working in civic education from selected nations share perspectives, policies, research, and strategies for constructing and implementing civic education programmes that will help students from diverse racial, ethnic, cultural, linguistic, and religious groups attain political efficacy and become structurally integrated and fully participating citizens of their nation-states. This book was originally published as a special issue of the journal Intercultural Education.

This book investigates the use of performative language pedagogy in working with refugees and migrants, exploring performative language teaching as the application of drama, music, dance and storytelling to second language acquisition. Documenting a community-based project – funded by the Irish Research Council and conducted with three groups of refugees and migrants in Ireland and Italy – the book explores the methodological, pedagogical and ethical elements of performative language learning in the context of migration. Written by a team of arts-based researchers and practitioners, chapters discuss findings from the project that relate to factors such as embodied research methods, a motivation to belong and the ethical imagination, while exhibiting how performative language pedagogy can be effective in supporting children and adults in a range of challenging contexts. Offering a poetic and pictorial representation of the Sorgente Project, this book will be of interest to postgraduate students, researchers and academics in the fields of English language arts and literacy education, drama in education, the sociology of education and second language acquisition more broadly. Those working in refugee and migrant studies, and teacher education studies will also find the volume of use.

This edited volume demonstrates how an educational linguistics approach to inquiry is well positioned to identify, examine, and theorize the language and literacy dimensions of refugee-background learners’ experiences. Contributions (from junior and senior scholars) explore and interrogate the policies, practices and ideologies of language and literacy in formal and informal educational settings as well as their implications for teaching and learning. Chapters in this collection will inform advances in the research base, future innovations in pedagogy, the professional development of teachers, and the educational opportunities that are made available to refugee-background children, youth and adults. The work showcased here will be of particular interest to teachers and teacher educators committed to inclusion, equity, and diversity; those developing curriculum and/or assessment; and researchers interested in the relationship between language practice, language policy and refugee education.

School Leadership for Refugees’ Education examines how educational leaders shape and lead different practices to meet refugee students' educational needs, while also considering issues of equity and social justice. It presents cutting-edge theoretical understanding and rich first-hand research findings, which point out the local idiosyncrasies and cross-national themes involved in leading welcoming schools for newcomers. The book provides a global analysis of policy guidelines and up-to-date research findings concerning refugee education. Vast populations have been forced to leave their homelands in recent years due to war, political conflict and economic collapse. The countries that provide sanctuary need to ensure quality education that will allow these destitute but hopeful children to build a new future. Through this book a comprehensive model is presented to guide culturally relevant educational leadership to welcome newcomers in their schools and society. This book will be of great interest for academics, researchers, and postgraduate students in the fields of educational leadership, social justice education and educational administration.

Education for Refugees and Forced (Im)Migrants Across Time and Context follows the journey of refugee and forced (im)migrant youths as their educational needs and opportunities vary according to resettlement communities’ immigration policies, dominant culture and language, geography, and other key factors.

This edited volume brings together scholars from various disciplines to discuss how language is used by, for, and about refugees in the United States in order to deepen our understanding of what ‘refugee’ and ‘resettlement’ mean. The main themes of the chapters highlight: the intersections of language education and refugee resettlement from community-based adult programs to elementary school classrooms; the language (of) resettlement policies and politics in the United States at both the national level and at the local level focusing on the agencies and organizations that support refugees; the discursive constructions of refugee-hood that are promulgated through the media, resettlement agencies, and even the refugees themselves. This volume is highly relevant to current political debates of immigration, human rights, and education, and will be of interest to researchers of applied linguistics, sociolinguistics, anthropology, and cultural studies.

As a result of the massive refugee flows in 2015-2016, more than 50,000 refugees and asylum seekers were stranded in Greece, awaiting decisions regarding their status. Meanwhile, the Greek state itself was completely unprepared to provide shelter and education to these populations. This collection of papers presents educational initiatives undertaken by both official and unofficial agencies in order to provide Greek language courses to refugee students of various ages. The studies presented here highlight various challenges such as the teachers’ inexperience and lack of material and infrastructure, the students’ diversity in terms of ethnic, social and educational background, and their lack of motivation and sense of stability. Moreover, the contributions here point to the importance of adopting innovative and holistic approaches to teaching refugee populations. Such approaches take into account their linguistic and cultural capital, as well as the need to empower them through the learning process. This volume will be of interest to researchers, policy makers and practitioners involved in refugee education in Europe and beyond.

English Literacy Educators Working with Refugee Families highlights best practices for English literacy instruction when working with refugees in the United States. Given the global refugee crisis around the world, the topic of teaching language to refugees is of increasing importance. The volume addresses this pressing issue and provides valuable insights and tools for educators working with refugees and immigrants in a variety of programs. With contributions from authors who have experience teaching refugees, the book details innovative strategies and first-hand knowledge grounded in theory, research, and practice in adult education. Book contributors provide a review of the contexts for teaching refugees and illustrate the importance of implementing an intercultural communicative framework in the English literacy classroom. The book will be beneficial to pre-service teachers, students in undergraduate and graduate programs learning about adult literacy education, as well as educators and researchers interested in refugee education.