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Duoethnographic Perspective on Supporting Students of Refugee Background in Middle School

Duoethnographic Perspective on Supporting Students of Refugee Background in Middle School

Antoinette Gagné, Thursica Kovinthan Levi
Copyright: © 2023 |Pages: 23
ISBN13: 9781668463864|ISBN10: 1668463865|ISBN13 Softcover: 9781668463901|EISBN13: 9781668463871
DOI: 10.4018/978-1-6684-6386-4.ch004
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MLA

Gagné, Antoinette, and Thursica Kovinthan Levi. "Duoethnographic Perspective on Supporting Students of Refugee Background in Middle School." Social Justice and Culturally-Affirming Education in K-12 Settings, edited by Jonathan Chitiyo and Zachary Pietrantoni, IGI Global, 2023, pp. 64-86. https://doi.org/10.4018/978-1-6684-6386-4.ch004

APA

Gagné, A. & Kovinthan Levi, T. (2023). Duoethnographic Perspective on Supporting Students of Refugee Background in Middle School. In J. Chitiyo & Z. Pietrantoni (Eds.), Social Justice and Culturally-Affirming Education in K-12 Settings (pp. 64-86). IGI Global. https://doi.org/10.4018/978-1-6684-6386-4.ch004

Chicago

Gagné, Antoinette, and Thursica Kovinthan Levi. "Duoethnographic Perspective on Supporting Students of Refugee Background in Middle School." In Social Justice and Culturally-Affirming Education in K-12 Settings, edited by Jonathan Chitiyo and Zachary Pietrantoni, 64-86. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6386-4.ch004

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Abstract

Students with refugee experiences face several social and academic challenges in the Canadian school system. Supportive relationships and school spaces where educators, parents, and peers act as cultural brokers to help students navigate challenges can contribute to reducing experiences of educational inequality for children with refugee experiences. This duoethnography maps these relationships during a year-long identity text project with Grade 6 students in an ESL/ELD classroom by two educator researchers. Using an intersectional lens, the authors identify gaps and highlight promising pathways and practices for the integration of students with refugee backgrounds, including 1) working towards the greater interconnectedness of service and referrals between welcome centres, schools and service organizations; 2) knowledge exchange surrounding different education pathways and practices and the opportunities afforded by these for the integration of students with refugee experiences; 3) individually tailored educational support and services; and 4) translanguaging pedagogy.

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