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Restoring Hope in Resettlement: An Examination of the Role of Community-Led Educational Programming Initiatives

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Teaching Refugees and Displaced Students

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Abstract

In this chapter, the authors discuss the positive role that extracurricular and experiential opportunities might contribute during resettlement, focusing on strategies that educators and practitioners can apply outside the traditional classroom to create a safe learning environment conducive to long term student success. This chapter addresses these strategies through (i) a literature review of extracurricular and experiential pedagogies crafted for refugee children outside of school, (ii) analysis of community-led immersive and culturally responsive teaching with specific exploration of examples of community-led programming in Houston-Texas designed to meet the needs of refugee K-12 children from Syria and Iraq, and (iii) accelerated learning that addresses language acquisition, cultural skills, and past traumas.

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Authors and Affiliations

  1. University of Texas at Austin, Houston, TX, USA

    Safiye Namver

  2. Rice University, Austin, TX, USA

    Yetkin Yildirim

Authors
  1. Safiye Namver
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  2. Yetkin Yildirim
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Correspondence to Safiye Namver .

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Editors and Affiliations

  1. Salou, Spain

    Thomas DeVere Wolsey

  2. The American University in Cairo, New Cairo, Egypt

    Ibrahim M. Karkouti

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Namver, S., Yildirim, Y. (2023). Restoring Hope in Resettlement: An Examination of the Role of Community-Led Educational Programming Initiatives. In: Wolsey, T.D., Karkouti, I.M. (eds) Teaching Refugees and Displaced Students. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-33834-2_3

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  • DOI: https://doi.org/10.1007/978-3-031-33834-2_3

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-33833-5

  • Online ISBN: 978-3-031-33834-2

  • eBook Packages: EducationEducation (R0)

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