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This book brings together world-leading researchers and scholars in
the fields of inclusive education, disability studies, refugee
education and special education to examine critical and original
perspectives of the meaning and consequences of educational and
social exclusion. Drawing together, the contributors consider how
children already vulnerable to exclusion might be supported and
educated in and through times of global pandemic and crisis. They
also identify broad prospects for education and inclusion in,
through and beyond times of global pandemic and crisis.
This open access book aims to unravel entrenched
hegemonically-induced hindrances and barriers to internationally
acquired teaching competencies' recognition processes. With
curricula of teacher education - like school curricula - remaining
highly affirmative of localized traditions and styles of reasoning,
in times of migration movement, teacher education needs to be
reframed to become a global issue. The book's contributions cover
manifold facets of how the idea of what makes a teacher is being
reframed, touching upon theoretical foundations of perceptions of
the teaching profession and concrete analyses of measures to bring
internationally trained teachers into systems or make them part
thereof. Chapters elaborate on how non-local teachers find their
way around and are being treated by pointing to what hinders their
(successful) re-entry and how other non- or differently-trained
personnel receive preferred treatment. Other contributions focus on
strategies teachers apply to deal with ever-growing levels of
diversity among students. The ebook editions of this book are
available open access under a CC BY-NC-ND 4.0 licence on
bloomsburycollections.com. Open access was funded by the University
of Innsbruck, Koblenz University and BeeFlip.
Refugees face transitions in their lives: on an individual, a
social and a cultural level. This book covers various aspects of
these transitions and their intersections with educational
experiences. Studies from different country contexts show the
complex relationships between individual, culture, society and
institutions. Examining these relationships and experiences during
transitional processes aims to contribute to a deeper understanding
of the different types of transitions in the context of refugee
education, which may lead to an improvement of support structures
in the future. The aim of this book is to present various aspects
of transitions that refugees are facing in their lives and the
intersections among these transitions and refugee education.
Chapters from different country contexts reveal how refugees engage
in several transitional processes due to movement between different
countries, their settlement in a new country, as well as the
transitions that are inherent to their life-course. Examining the
various aspects of such relationships and experiences during
transitional processes may help to understand the typologies of
different transitions in the context of refugee education.
Transitional processes that the chapters of the book tackle include
educational transitions, transformative transitions, cultural
transitions as well as social transitions from various refugee
groups' perceptions including parents, students, teachers and
unaccompanied minors. Several chapters discuss how experience of
transition is influenced by rules, regulations, and responses of
micro and macro environments, such as local community,
institutions, governments at the national and international levels
while some other specifically indicate the aspects of transitions
taking place in schools.
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