Silencing Refugees' Voices in Educational Practices

This book foregrounds silenced voices by correlating refugee experiences with educational practices, while questioning how we address the educational rights of individuals affected by conflicts and wars. Accordingly, the book presents a novel perspective within the field of education. Within the context of the most prevalent educational instruments, textbooks, this work endeavors to highlight the muted perspectives of immigrants in education and make significant advances towards resolving this problem. Through extensive research and analysis of the relevant literature, the authors shed light on the challenges refugee students face in their educational trajectories and offer innovative suggestions for adopting more equitable and inclusive approaches within our educational systems.

The book not only addresses an educational dilemma, but also emphasizes humanity's shared responsibility. Supporting the educational rights of refugees promotes not only their personal growth, but also more tolerant, compassionate, and sustainable societies. At the same time, this work promotes a critical comprehension of refugee experiences in education by presenting both problems and solutions to the readership. In this way, it demonstrates how a more equitable and egalitarian approach to education can be adopted and it ultimately encourages readers to adopt a broader perspective on the world, embracing humanitarian values and social responsibility.

Includes phenomenological perspectives on refugees Provides an up-to-date conceptual framework for textbooks Offers a conceptual framework for the recovery and prevention of learning crises

Auteur

Mensure Alkis Küçükaydin, is an Associate Professor of Primary Education at Necmettin Erbakan University in Konya, Turkey. She received her undergraduate degree in Department of Primary Teacher Education from Gazi University, Faculty of Education in 2006. She received her Ph.D degrees in Department of Primary Teacher Education from Gazi University in 2017. Dr. Küçükaydin's scholarly work focuses on pedagogical content knowledge, the roles of educational technology in learners' scientific practices, textbook review, refugee in children's books and view of refugees. Dr. Küçükaydin has 15 books that are edited by her at national level. In addition, she has a book, a number of book chapters, articles, papers and projects related to her study field.

Hakan Ulum is currently working as an Assistant Professor in the Department of Classroom Teaching, Necmettin Erbakan University, Turkey. He worked as a classroom teacher invarious regions in Turkey, still working as an academician. He has many international studies in the field of basic education Mathematics. As an Academician, he actively participates in research projects and attends international research conferences as a presenter. His research areas cover Math Education, Textbooks, Meta-Analysis and Research Methods.

Ömer Gökhan Ulum is currently working as an Associate Professor in the Department of English Language Teaching, Mersin University, Turkey. He worked as an Academician at different universities in Turkey. Further, he was appointed as a Language Assistant at Moseley College in Birmingham, UK. As an Academician, he actively participates in research projects and attends international research conferences as a presenter. His research areas cover Language Ideology, Language Imperialism, Cultural Hegemony, Discourse, Pragmatics, and Research Methods.

Contenu

Identity Crisis in Highly Educated Afghan Immigrant (EFL) students: Challenges and Promises.- An In-Depth Analysis of Foreign Language Course Books to Investigate How and To What Extent Current Global Crises are Covered in Them.- Afghan Immigrants in Iranian Educational System: A Case Study to Give Them a Voice.- Delving into Conception of Community of the Immigration: The Association between Imagined Communities and Learner Engagement in Writing Tasks.- Reading Approach in L2 Learning Techniques for Adult Migrants.- Representation of Migrant Women in Textbooks Insights from the Italian Context.- Initiatives and Strategies to Improve Reading Skills and Academic Performance of Syrian Refugee Children: Case of Lebanon.- An Evaluation of Turkish Textbooks Used in Language Teaching for Refugee Students.- Elements Related to the Refugee and Migration Phenomenon in Primary School Textbooks.- Conflicting Demands of Settlement and Tertiary Education in Australia for Refugee Background Students? A Critical Metaphor Analysis.- Politics of Representation: Nationalist Discourse, Normalization, and the Afghan Diaspora in the Iranian High School Textbooks.