Teaching refugee and forced immigrant youth: lessons from the United States

Damaschke-Deitrick, Lisa; Galegher, Ericka; Davidson, Petrina M.; Wiseman, Alexander W.

doi:10.1080/13540602.2022.2062720

Cited by 3 publications

(6 citation statements)

References 19 publications

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“…This may be due to the fact that there were not enough teachers with target group-specific professional knowledge available for the large number of classes needed within a very short time. The open answers highlight that both insufficient own target group-specific professional knowledge and lack of target group-specific professional knowledge of colleagues lead to difficulties (Damaschke-Deitrick et al, 2022). This underlines the importance of well-founded training of all teachers on relevant topics, such as language-sensitive teaching (e.g., Gibbons, 2015;Becker-Mrotzek et al, 2021).With regard to the challenges the teachers experience, their high perception of stress as a result of performance heterogeneity in the students may come as little surprise given that the refugees came from different countries with different school systems and school attendance options.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…Boketta and Sachser, 2012 ; Massumi, 2019 ; Weiß et al, 2021 ; Reinke and Goller, 2022 ). Teachers of refugees often have difficulties dealing with the trauma of their students (Kärner et al, 2016 ) or lack the appropriate skills to deal with traumatized students (Weiß et al, 2021 ; Damaschke-Deitrick et al, 2022 ). This can ultimately lead to feelings of individual failure or being left alone among teachers (Müller, 2021 ; Reinke and Goller, 2022 ).…”

Section: Potentially Stressful Conditions When Teaching Refugeesmentioning

confidence: 99%

“…Moreover, migration-related professional knowledge, for example on dealing with trauma and post-traumatic stress disorders (Blossfeld et al, 2016 . ; Weiß et al, 2021 ; Damaschke-Deitrick et al, 2022 ), on the acquisition of the German language, on language-sensitive teaching (Bickes and Steuber, 2017 ; Roche and Terrasi-Haufe, 2019 ; Becker-Mrotzek et al, 2021 ), and on the creation of appropriate teaching materials is required for the target group of refugee students (Boketta and Sachser, 2012 ; MKJS, 2016 ). Because such topics are not included in teacher training courses in sufficient detail, additional training is necessary, which requires additional time (and money) investments of teachers.…”

Section: Target Group-specific Professional Knowledge Of Teachersmentioning

confidence: 99%

“…Thus, many studies focus on refugees themselves as the target group to be educated (e.g., Calmbach and Edwards, 2019;Maué et al, 2021). In contrast, there has been little research on the teachers of refugees in terms of the challenges the teachers face or regarding positive aspects they relate to their job (e.g., for Germany: Karakayali et al, 2017; for Lebanon: Khansa and Bahous, 2021;Weiß et al, 2021; for Sweden: Asghari, 2022; for the U.S.: Damaschke-Deitrick et al, 2022;Reinke and Goller, 2022). Yet, it is the teachers who support refugees in their education and their progress toward an independent life in the host society.…”

Section: Introductionmentioning

confidence: 99%

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Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge

Spanner

Maué

2022

Front. Sociol.

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In Germany, young migrants and refugees whose German language skills are not sufficient for attending regular classes at school are assigned to so-called “preparation classes”. As the name implies, the main objective of these classes is to teach German language skills and thereby prepare students for regular classes or vocational education and training. Teachers in these classes face special challenges: They have to teach a group of students that is highly heterogeneous in several key respects, they have to deal with a dearth of institutional support and guidance, and they have a lot of responsibility regarding their students' integration in Germany. Therefore, this paper asks what target group-specific professional knowledge teachers possess and to what extent this knowledge reduces the teachers' burdens and raises their perception of gains and contributions to their students' success. Our mixed-method survey of 48 teachers of refugees in prevocational preparation classes in Germany shows that the majority of teachers acquired useful knowledge for teaching refugees, e.g., dealing with trauma and post-traumatic stress disorder, building German proficiency, or language-sensitive teaching, by attending professional training. In sum, most of the teachers saw immigration to Germany as both a problem and an opportunity. The main burdens they identify are bad working conditions, a lack of support and appreciation and a high demand for high flexibility. Despite generally low stress levels and high resilience, the teachers were extremely stressed by the heterogeneity in their students' performance, especially those teachers who had completed professional training. However, teachers appreciated the students' willingness to learn and gratitude, and perceived cultural diversity in the classroom as a gain for themselves and their teaching. The teachers felt they had mostly contributed to their students' acquisition of the German language as well as their educational progress in general and their personal development. Students' chances of success are expected to be especially high in the German language acquisition and the management of everyday life in Germany. The assessments of teachers with and without target group-specific professional knowledge differ only slightly and rarely significantly.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Potentially Stressful Conditions When Teaching Refugeesmentioning

confidence: 99%

Section: Target Group-specific Professional Knowledge Of Teachersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge

Spanner

Maué

2022

Front. Sociol.

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Community Voices: Resettled Youth Use Their Writing to Reposition Themselves

Zoch¹,

Vetter²,

Faircloth³

et al. 2022

Literacy Research and Instruction

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A critical examination of policies and practices impacting the education of unaccompanied immigrant children in the United States

López

Giraldo-Santiago

2023

EPAA

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Beginning in 2014, increasing numbers of unaccompanied immigrant children (UIC) arrived and were apprehended at the United States-Mexico border. These children were fleeing violence, poverty, environmental disasters, as well as state-sanctioned violence and political instability influenced by interventions and support from the U.S. government spanning several decades. The purpose of this article was to examine the factors that shape the educational experiences of UIC in the United States during and after detention. The following questions guided this analysis: (1) What policies and practices impact the education of apprehended UIC in the United States? (2) What are the conditions formerly apprehended UIC encounter in schools? A review of the literature between 2000 and 2022 was conducted, including peer-reviewed articles, commentaries, legal documents, and news articles. The literature raises concerns about the quality, effectiveness, and availability of academic resources for these children. This review demonstrates the need for additional research and policy changes aimed at improving the educational conditions of UIC in shelters and communities after reunification, and it offers recommendations to school districts, policymakers, and researchers on how to best address the academic and non-academic needs of formerly apprehended UIC in the United States.

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Teaching refugee and forced immigrant youth: lessons from the United States

Cited by 3 publications

References 19 publications

Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge

Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge

Community Voices: Resettled Youth Use Their Writing to Reposition Themselves

A critical examination of policies and practices impacting the education of unaccompanied immigrant children in the United States

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