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Silencing refugees' voices in educational practices = perspectives on school textbooks /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Silencing refugees' voices in educational practices/ edited by Menşure Alkiş Küçükaydin, Hakan Ulum, Ömer Gökhan Ulum.
其他題名:	perspectives on school textbooks /
其他作者:	Alkiş Küçükaydin, Menşure.
出版者:	Cham :Springer Nature Switzerland : : 2024.,
面頁冊數:	xviii, 186 p. :ill. (some col.), digital ;24 cm.
內容註:	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.
Contained By:	Springer Nature eBook
標題:	Refugees - Education. -
電子資源:	https://doi.org/10.1007/978-3-031-73518-9
ISBN:	9783031735189

Silencing refugees' voices in educational practices = perspectives on school textbooks /
Silencing refugees' voices in educational practicesperspectives on school textbooks /[electronic resource] :edited by Menşure Alkiş Küçükaydin, Hakan Ulum, Ömer Gökhan Ulum. - Cham :Springer Nature Switzerland :2024. - xviii, 186 p. :ill. (some col.), digital ;24 cm.

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.

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.

ISBN: 9783031735189

Standard No.: 10.1007/978-3-031-73518-9doiSubjects--Topical Terms:

3514391
Refugees
--Education.

LC Class. No.: LC3719

Dewey Class. No.: 371.826914

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520 $a 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.
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