The Syrian civil war led to mass migration and Europe becoming a potential site of refuge. How have Syrians experienced refuge in Europe? Drawing on 58 interviews with Syrian refugees in Germany, France, and Switzerland, we find that refugees continue to experience exclusion in all integration domains including those found as markers and means, social connections, facilitators, and foundations of integration . While our cases demonstrate that Syrian refugees in Europe experience discrimination across all domains, not all conditions are equal. Using narrative analysis, differences were observed within three integration domains. Accessing language programs was more challenging in France, finding housing was more challenging in Germany, and F type residence permits limited refugees’ rights in Switzerland more than in other countries. Discrimination across domains is deepening the socio-cultural-economic divide between autochthonous communities and Syrian refugees, but not all domains are equally divisive across countries. The findings outline that where these states outsourced refugee services, refugees experienced increased barriers to integration.

This case study engages Latinx Critical Race Theory to explore how a course on bilingualism, bilingual education, and Latinx youth in a Midwestern teacher preparation program developed preservice teachers' critical race and cultural consciousness. Through an emphasis on English hegemony and centering Latinx voices, the preservice teachers began to develop a critical consciousness around the interconnectedness of culture and language and were able to understand Skippyjon Jones as an example of what not to choose when critically selecting Latinx children's literature. They became increasingly adept at identifying and disrupting stereotypes and discerning more culturally authentic and sustaining pedagogical choices.

In this article authors Katy Swalwell, Noreen Naseem Rodríguez, Amy Updegraff, and Leslie Ann Winters share findings from their critical content analysis of the free preK–5 resources for antiracist, social justice teaching in the Teachers Pay Teachers’ Teach for Justice collection. Using Picower’s (2012) six elements of social justice curriculum design, as well as guidelines and suggestions offered to content creators in this online curriculum market place, the authors found that the materials in the sample lacked accuracy, avoided clarity, and promoted thin conceptions of social justice and antiracism. They claim that, in general, the collection subverts traditions of social justice and antiracist education by erasing power dynamics, distracting students’ attention away from oppression, and othering BIPOC students. They conclude with a call for educators to avoid the collection and to instead invest in high-quality vetted resources as well as professional development that helps them sharpen their critical capacities around curricular resources.

No abstract

No abstract