Issues in Teaching Refugees in U.S. Schools


by Karla Giuliano Sarr & Jacqueline Mosselson - 2010

This chapter counters the notion of refugee-ness as a condition to overcome in favor of a holistic and actor-oriented approach to the experiences of refugee students and their families in United States schools. Examples of refugees in the U.S. as well as the United Kingdom, Canada, and Australia illustrate the heterogeneity of refugees, challenges of isolation, and expressions of agency as refugee students and parents seek possibilities for economic mobility and selectively adapt to their new host community, often characterized by class and racial struggle. The last section of the chapter presents a number of promising practices and recommendations for educators.


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This article originally appeared as NSSE Yearbook Vol 109. No. 2.


Cite This Article as: Teachers College Record Volume 112 Number 14, 2010, p. 548-570
https://www.tcrecord.org ID Number: 18495, Date Accessed: 6/2/2020 10:57:14 AM

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