Afterword: Themes and Insights from This Special Issue

Shawna Shapiro

doi:10.29333/ejecs/2484

Authors

Shawna Shapiro Middlebury College https://orcid.org/0000-0001-7080-6649

DOI:

https://doi.org/10.29333/ejecs/2484

Keywords:

Asset-based pedagogy, culturally responsive teaching, self-reflexivity, critical literacy

Abstract

In this response to the articles in the special issue, I highlight themes that are particularly salient, related to educational equity and sustainability for refugee students. I focus specifically on Asset-based Approaches, Culturally Responsive (and/or Sustaining) Teaching, Macro-level considerations. I conclude by picking up on the theme of Self-Reflexivity as a final theme, as well as a frame to help us understand the particular contributions of this collection of research to both scholar and practitioners’ work in refugee education.

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Author Biography

Shawna Shapiro, Middlebury College

Dr. Shawna Shapiro is a professor of writing and linguistics at Middlebury College in Vermont (USA). Her research focuses on college transitions for immigrant and refugee-background students, and on inclusive and innovative approaches to multilingual/L2 writing instruction. In addition to numerous peer-reviewed journal articles, she co-edited the 2018 edited collection Educating Refugee-background Students: Critical Issues and Dynamic Contexts (Multilingual Matters), with Raichle Farrelly and Mary Jane Curry. Her most recent book is the 2022 Cultivating Critical Language Awareness in the Writing Classroom (Routledge).

References

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Shapiro, S. (2014). “Words that you said got bigger”: English language learners’ lived experiences of deficit discourse. Research in the Teaching of English, 48(4), 386-406. https://doi.org/10.58680/rte201425159 DOI: https://doi.org/10.58680/rte201425159

Shapiro, S. (2023). Toward a humanizing discourse in research, policy, and practice with refugee communities. In M. Watson & P. Gopalan (Eds.). Refugee resettlement in the United States: Loss, transition, and resilience in a post-9/11 world. (pp. 12-18). Routledge. https://doi.org/10.4324/9781003130239-2 DOI: https://doi.org/10.4324/9781003130239-2

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Articles cited from this special issue:

Al & Akay (this issue) Accessing educational resources and support during the COVID-19 pandemic: challenges and resilient practices of newcomer refugee mothers. Journal of Ethnic and Cultural Studies. http://dx.doi.org/10.29333/ejecs/2242

Brunner, L.R., Shokirova, T., Gamal, M., & Stein, S. (this issue). Higher education’s care/control of refugee and displaced students: Tools for more ethical supports. Journal of Ethnic and Cultural Studies. http://dx.doi.org/10.29333/ejecs/2212

Fansa, M., & Sayici, M. (this issue). Education and integration in countries with Syrian children: Lebanon, Jordan, Iraq, Germany and Turkey. Journal of Ethnic and Cultural Studies. http://dx.doi.org/10.29333/ejecs/2123

Fruja & Roxas (this issue). “She was nice, but I saw the look on her face:” Engaging the “between” spaces of work with refugee students and families. Journal of Ethnic and Cultural Studies.

http://dx.doi.org/10.29333/ejecs/2243

Hadid, A., Hos, R., & Hauber-Özer, M. (this issue). Empathy in action: Nurturing sustainable educational change through Nel Noddings' ethics of care. Journal of Ethnic and Cultural Studies. http://dx.doi.org/10.29333/ejecs/2438 DOI: https://doi.org/10.29333/ejecs/2438

Metro, R., Decker, J., & Si M. M. (this issue). Beyond resilience for double first-gen students: Barriers to and pathways through higher education for youth from Myanmar refugee backgrounds. Journal of Ethnic and Cultural Studies. http://dx.doi.org/10.29333/ejecs/2196

Molin-Karakoç., L. (this issue). Digital literacies as part of equitable practices in the language and literacy education of refugees: A scoping review. Journal of Ethnic and Cultural Studies.

http://dx.doi.org/10.29333/ejecs/2236

Okilwa, N., Kelley, M. M., & Haupert, K. (this issue). Examining teachers’ efforts to educate refugee students at one elementary school in Texas. Journal of Ethnic and Cultural Studies. http://dx.doi.org/10.29333/ejecs/2249

Scolaro and Tomasi (this issue). Foreign language teaching with refugees: The influence of previous educational experiences and the importance of a welcoming environment. Journal of Ethnic and Cultural Studies. http://dx.doi.org/10.29333/ejecs/2215

Umeh, E. C. (this issue). Math trivium framework for understanding newcomer students’ learning experiences: An orientation for high school mathematics teachers towards equitable and inclusive mathematics instruction. Journal of Ethnic and Cultural Studies. http://dx.doi.org/10.29333/ejecs/2209

Vorobel, O., & Finn, H. B. (this issue). Engagement and educational equity: Understanding Ukrainian refugees’ experiences in the U.S. community college second language writing classroom. Journal of Ethnic and Cultural Studies. http://dx.doi.org/10.29333/ejecs/2206