Since 2014, the international community has felt overwhelmed by
refugees and asylum seekers searching for opportunities in which to
rebuild their lives. Indeed, large numbers can result in turmoil
and concern in resettlement countries and with national citizens. A
climate of fear can result, especially if perpetuated by
politicians and media that suggest negative effects resulting from
immigration. Caught in the crossfire of social and political
disagreements about migration are children, most of whom are not
included in decisions to leave their homelands. This edited book
examines their academic challenges from the perspective of the six
English-speaking refugee resettlement countries. Our hope is not
only to compare challenges, but also to describe successes by which
teachers and policymakers can consider new approaches to help
refugee and asylum-seeking children. Educational Policies and
Practices of English-Speaking Refugee Resettlement Countries offers
perspectives from established and new scholars examining
educational situations for refugees and asylum seekers. The top
three resettlement countries are the United States, Canada, and
Australia. For its size, New Zealand is also proportionately a
country of high resettlement. New to resettlement are the United
Kingdom and the Republic of Ireland. Thus, this collection includes
wisdom from countries that began resettlement during World War Two
as well as newcomers to the process. In 2018, UNHCR numbers of
displaced people reached a record high of 68.5 million.
Policymakers, teachers, social service providers, and the general
public need to understand ways to help resettled refugees become
productive members in their new countries of residence.
Contributors are: Samantha Arnold, Asih Asikin-Garmager, Melanie
Baak, Sally Baker, Zhiyan Basharati, Briana Byers, Merike Darmody,
Lucia Dore, Ain A. Grooms, Maria Hayward, Asher Hirsch, Amanda
Hiorth, Caroline Lenette, Leslie Ann Locke, Duhita Mahatmya, Jody
L. McBrien, Rory Mc Daid, Helen Murphy, Tara Ross, Jan Stewart, and
Elizabeth P. Tonogbanua.
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