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"This text offers a comprehensive portfolio of approaches to support young children with refugee backgrounds. It covers trauma informed pedagogies, transitioning to school, authentic inclusion, play, social and emotional learning, and intergenerational trauma. In early childhood centres around the world, teachers and directors can be uncertain of how to meet the needs of newly arrived children. Based on empirical research in five countries, this book offers insights from early childhood educators who are working hard to support families and young children with refugee and asylum-seeker experiences. It illustrates the link between theory and practice and the importance of developing culturally sensitive classroom strategies to effectively support the emotional and cognitive needs of multilingual, multicultural students whose common experiences may only include displacement, trauma and loss. Rather than offering a measure for 'success', this book shares the knowledge and experience of practitioners who understand the work and the very particular circumstances of these children's lives. The authors bring these perspectives together in order to inspire other professionals who face this challenging work, encouraging the reader to reflect, to consider how relevant some of the ideas may be in their own contexts and to contemplate the principles which allow their professional actions to make a difference. This book is an essential resource for early childhood educators and leaders who want to 'open the door' to genuinely inclusive, empathetic and supportive practice. It will be of great interest to researchers and post-graduate students in the fields of early childhood and primary education"--

Children of immigrants --- Refugee children --- Early childhood education --- Inclusive education --- Reflective teaching --- Generational trauma --- Culturally relevant pedagogy

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"This book theorizes and describes the concept of transformative critical whiteness pedagogies that are rooted in theories and practices of improvisation. It shows how these pedagogies invite people, especially white people, into the urgent work of resisting the ongoing production and affirmation of white supremacy. Using the frameworks of storytelling and story analysis, this book uses narrative to invite the reader into ongoing work to design and make sense of teaching and learning about whiteness than would meaningfully account for and grapple with white supremacy. Chapter 1 offers the conceptual framework rooted in theories and practices of improvisation that allow for new ways to think about engaging whiteness in anti-racist pedagogies, which the authors name transformative critical whiteness pedagogies. Chapters 2, 3 and 4 tell and analyze the stories that emerged out of this work to design and facilitate transformative critical whiteness pedagogies with white elementary students, white college students, and then Black elementary students in the US. Chapters 5 and 6 discuss the challenges of developing and implementing transformative critical whiteness pedagogies in K-12 contexts. The final chapters offer a discussion of the improvisational ethos, as well as a overview of the authors' ongoing work to engage people, especially white people, in getting smarter about whiteness. Using simple, straightforward language to address complex ideas about anti-racist pedagogies, this volume will be important reading for pre-service teachers and teacher educators in Critical Whiteness Studies, Critical Multicultural Education, Social Foundations of Education, Elementary Education, and Race and Culture Studies"--

Storytelling in education --- Storytelling --- Improvisation (Acting) --- Racism in education --- Race awareness --- White people --- Culturally relevant pedagogy --- Critical pedagogy --- Narrative inquiry (Research method)

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Intercultural communication --- Bilingualism --- Biculturalism --- Communication interculturelle --- Bilinguisme --- Biculturalisme --- Language and culture --- Multicultural education --- Intercultural education --- Education --- Culturally relevant pedagogy --- Culture and language --- Culture --- Multiculturalism --- Language and languages --- Languages in contact --- Multilingualism --- Biculturalism. --- Bilingualism. --- Language and culture. --- Multicultural education. --- Culturally sustaining pedagogy

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This volume deals with Islamic conceptualization of knowledge, various types of Islamic education; and educational strategies among selected groups of Muslims in Islamized countries (Pakistan, Iran, Morocco, Senegal, and so on) as well as countries in Europe where Muslims form important minorities. The first chapter gives an overview of Islamic educational arrangements in the context of globalization and chapter two presents some principal ideological orientations among Muslims. The remaining chapters describe educational arrangements available to Muslim parents in different countries. The book is useful as a textbook in social sciences courses, teacher training institutions and among the general public.

Islamic education --- Multicultural education --- Minorities --- Ethnic minorities --- Foreign population --- Minority groups --- Persons --- Assimilation (Sociology) --- Discrimination --- Ethnic relations --- Majorities --- Plebiscite --- Race relations --- Segregation --- Intercultural education --- Education --- Culturally relevant pedagogy --- Education, Islamic --- Education, Muslim --- Islam --- Muslim education --- Walford, Geoffrey. --- Walford, G. --- Culturally sustaining pedagogy --- Islamic education - Case studies --- Multicultural education - Case studies --- Minorities - Education - Case studies

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Children of migrant laborers --- Multicultural education --- Education, Bilingual --- Education --- #SBIB:316.334.1O340 --- #SBIB:39A6 --- Onderwijs en sociale verandering, onderwijs en samenleving --- Etniciteit / Migratiebeleid en -problemen --- Intercultural education --- Bilingual education --- Migrant laborers' children --- Culturally relevant pedagogy --- Bilingualism --- Multilingual education --- Migrant labor --- Culturally sustaining pedagogy --- Children of migrant laborers - Education - European Economic Community countries. --- Multicultural education - European Economic Community countries. --- Education, Bilingual - European Economic Community countries.