Subject Index

Citation (2018), "Subject Index", Sengupta, E. and Blessinger, P. (Ed.) Refugee Education: Integration and Acceptance of Refugees in Mainstream Society (Innovations in Higher Education Teaching and Learning, Vol. 11), Emerald Publishing Limited, Bingley, pp. 251-262. https://doi.org/10.1108/S2055-364120180000011021 Publisher: Emerald Publishing Limited Copyright © 2018 Emerald Publishing Limited INDEX Note: Page numbers followed by “n” with numbers indicate notes. Acculturation, 48, 186–87 Act, 143–44 Action Plan on Unaccompanied Minors, 91n5 Action Research, 56, 69 Adaptation, 6 Administrators, 189, 192–93 Adult literacy, 70–72 Adverse life experiences, 182 Agency Church World Services, 12 refugee-resettlement, 128–29 space for, 148 space for shared, 152–53 Allport’s contact theory, 5–6 “American newcomer”, 72 American Psychological Association (APA), 173–74 Anticipated transition, 7 Arizona State University (ASU), 66 Art therapy, 200–201 Art-based education project, 197–98 art education as tool for stimulating learning, 200–201 BTPBTH phases and cycles, 204–205 description of program’s phases, 204 discussion, 212 educational problems of displaced youth and refugees, 199–200 exhibitions, 211–212 implementation, 205 population in camps, 205–206 program process in camps, 206–209 results in camps, 209–211 summary of project, 201–204 Assess, 143 Asylum, 24, 55 Asylum seeker, 24, 48–49, 172 asylum-seeking children, 181 Attention deficit disorder/attention deficit hyperactivity disorder (ADD/ADHD), 132 Axial coding, 116 Be the Peace–Be the Hope project (BTPBTH project), 197–98, 201–202, 208, 211–212 healing process, 206–207 phases and cycles, 204–205 Bossi-Fini Law, 83 Brain in trauma management, 19–20 Building Bridges London, 51 Burundi, 146, 149, 186, 230 Butterfly effect, 204 Calabria, 82, 85 unaccompanied migrant children in, 85–87 Campus climate, 95–96 Canada Student Financial Assistance Act, 114 Canada’s position on refugees, 111 Canadian Centre for Victims of Torture (CCVT), 114–16, 229 Canadian labor market, 110–11 Centre for Addiction and Mental Health (CAMH), 114–15, 233 Cerebral malaria, 132 Child development, 181 impact on development, 174–75 implications for staff development and support, 181–82 play-based provision role within refugee camps, 175–79 in refugee camps, 176 supporting transition to mainstream education, 179–81 Children aware of symptoms, 180–81 BTPBTH, 204 health, 174 majority of world’s total refugee population, 172 refugee camps, 173–74 in refugee community, 159 within refugee crisis, 171 of refugees, 34 study in formal educational system, 35 transit, 173 warzones, 172–73 well-being, 36, 140, 177, 200 Church World Service (CWS), 158–59 Churning production in United States, 68 Circles, 21, 27 Citizen, 10, 66–67, 76, 96, 238 Citizenship, 24, 68–69, 102, 204, 225 failed, 26 Citizenship Immigration Canada (CIC), 110 Clinical Apprenticeship Scheme (CAP), 62 Clinical Attachments, 61–62 Co-Researchers, 13, 140, 143, 145 Coaches, 134 Collaboration, 19 Collaborative analysis, 70 Collaborative approaches to higher education access, 224 Collaborative experiences, 11, 96, 99–03 College admission, 225 BTPBTH team, 198 students, 18, 96 Colleges and universities, 219 challenges faced by students from refugee backgrounds, 222–223 educational support to students from refugee backgrounds, 225 financial support to students from refugee backgrounds, 223–224 recommendations for future practice, 226 refugee access to higher education, 221–222 refugee status and educational access, 219–221 refugee status and refugee population, 217–219 students from refugee backgrounds in united states, 216 technology-facilitated education, 226 Commune advisor, 35 Communication, 131, 180 clinical, 9 Facebook MessengerTM app, 130, 135 intentional partnering and, 169 inter-personal system of, 42 lack of, 28 meaningful, 42 patient, 61 personal–emotional communications system, 36–37 Communicative skills, 220 building and content, preparing gardeners through, 164 dialogue designing grounded in findings from South Sudan, 73 findings enhancing larger inquiry afoot, 74–76 lack of institutional responsiveness, 74–76 preparing gardeners with community engagement, 163–64 primary research, 73–74 putting findings in dialogue, 76–77 refugee, 158 relevance and significance of community partners, 114 silencing of agency and self-determination, 76 support for refugees, 128–29 Community-based action approach (CBA approach), 13, 141, 144 Community-based organizations (CBO), 130 Community-based participatory research framework (CBPR framework), 114–15 Community-building strategy, 165 Community-education component, 204 Compassion, 95, 98 Compassionate witnessing, 22–23 Conflict, 8, 14, 21, 25, 145, 150 children displacing by, 199 conflict-ridden countries, 186 fleeing from, 146 schools, 151 in South Sudan, 68 Contact Hypothesis, 5 Contemporary commons, 67 churning production in United States, 68 inquiring into, 68–69 pernicious legacy, 67–68 “Context”, 7, 14 Contextual and explicit vocabulary development, 161 Cooperative learning experiences, 97 Cortisol, 20 Craziness, 37 Creativity, 12, 160–61, 163, 166, 201, 205 Creativity And Reading Education (CARE), 12, 160 context, 158 critical reflections and steps for 2017 garden, 168 families as cultivators of garden of, 162 Harrisonburg, Virginia, 158–59 identifying and planting seeds of, 159–60 intentional partnering and communication, 169 intentional time for content and planning, 168–69 opportunity for different stakeholders to mutually benefit, 159 process of cultivating garden, 160–62 recruiting JMU gardeners, 163–67 weeds threatening garden, 167–68 Credentialing, 10, 266 Critical hope, 13, 141–42, 152 Critical incident, 69 Critical reflection, time for, 145–47 Critical Thinking Skills, 142, 151 Critical-friend approach, 143–44 Critical-hope framework, 141–42 Cross Cultural communication, 193 Cross-cultural experiences, 97 Cultivating garden process of CARE, 160–62 Cultural differences, 11, 35, 112, 189–90 Cultural-linguistic mediator, 89 Curriculum, 57 Curriculum Vitaes (CVs), 62 “Cycle of Hope”, 211 Daily Utah Chronicle, 98 Deferred Action for Childhood Arrivals program, 216 Degree Completion, 219–222 Diaspora, 66, 69–70, 73 “Diffuse hospitality”, 91 Discrimination, 36, 110–11, 189, 192, 199 Displaced Persons Act (1948), 186 Displaced refugees, 18–9, 24 Disruption in school, 150 Distance education, 224 Diversity, 95–99 collaborative experiences, 99–03 learner, 95–96 Doctors healthcare professions, 48 language teaching, 60–61 refugee, 57 UK regulatory process for, 9 Dunkirk Refugee Children’s Centre (DRCC), 176–77, 182 Early childhood, 161–62, 176 Economic-assistance programs, 128 Education(al), 35, 36, 85, 110, 113, 150–51, 158, 172–73, 199, 221, 223 elements of education process, 57–58 in emergencies, 140 ethical-humanistic, 38–41 model, 9 opportunities, 76 pathways, 126 problems of displaced youth and refugees, 199–200 refugee status and educational access, 219–221 of refugees, 221 support to students from refugee backgrounds, 225 for values, 41 Educators, 192 Electrifying intensity, 207 Elementary education programs, 94, 165 MAT program, 163 schools, 98–99 “Emergency North Africa”, 87, 91n3 Emotional development, 177 Empathy, 8, 26, 30, 96–97, 102, 198, 204 Employment, 48–49, 51–52, 55, 63, 110, 112, 173, 219 Empower, 18 Empowerment, 19, 71, 201 Encouraging inclusion, 175 Engagement, 19–20, 27–28 English, 98 english-comprehension testing, 120–21 English as new language teacher (ENL teacher), 126–27, 129–30, 132 English as Second Language (ESL), 97–98, 100, 102, 159, 190 English language proficiency, 130, 219, 222 Entry-level English for Speakers of Other Languages, 60 “Equal group status” condition, 5 Equivalency/re-qualification process, 49 ESOL, 163–64 Essential Clinical Knowledge teaching, 61 Ethical-humanistic education, 38–41 Ethiopia, 74, 84, 147, 149, 217 Ethnicity, 83, 216 European governance, 83 European Union (EU), 84 Every Student Succeeds Act (ESSA), 129 Ex-SAT, 87 Executive Order, 216 Experiential design networking current public workers, 72–73 Experiential knowledge, 70 Facebook (FB) MessengerTM app, 130, 134–35 Failed citizenship, 26 Families, 192–94 Family/families as cultivators of garden of CARE, 162 engagement, 130 family-based communities, 88 schools and, 192–94 Fear, 40 Field trips CARE, 163 community-based, 12 costs of, 161 internal grant funds, 168 Financial resources, 18, 82, 85 Financial support to students from refugee backgrounds, 223 collaborative approaches to higher education access, 224 Forced-migration, 68, 145, 219, 221, 232 Formal mentoring, 134–35 Formal mentors, 133–34 Foster-care system, 82, 87–88 Fundamental unifying hypothesis of restorative practices, 21 “Funds of knowledge”, 71 General Anxiety Disorder 7-item scale (GAD7), 133 General Dental Council (GDC), 49, 54 General Medical Council (GMC), 49, 52 General Practitioners (GPs), 51 George Brown College (GBC), 114 Global citizen, 204 Global refugee crisis, 14, 172, 201, 217 Governance policies, 67 Grade point average (GPA), 135 Grande-Synthe Refugee Camp, 176 Group’s analysis, 70 Gus Bus program, 164 Habitants, 25–29 Harris County Public Libraries (HCPL), 201–202 Harrisonburg City Public Schools (HCPS), 167 Harrisonburg Refugee Community, 12 CARE within, 157–69 Healing arts program, 205, 212–213 Healing Box Circle, 207 Heart-wrenching pain, 112 High school graduation, 132 Higher education, 136, 141, 151–52, 216, 219–221 collaborative approaches to higher education access, 224 institutions, 18 Ontario’s higher education system, 113–14 refugee access to, 221–222 and refugees, 113 Higher education in protracted context, 14, 140–41, 152 Hippocampus, 19 Holistic development, 8, 177 Hope, 145, 150–51 stones, 207 Hopeful thought, 207 Houston community, 204–205 Human-service sector, 71 IDF, 34 IEDA Relief, 198, 205 Immigrant students, 129 Immigration and Nationality Act (INA), 217 In-Canada Asylum program (ICAP), 121 In-service teacher’s programs, 18 Inclusion, 95–99 Individualized Education Plan (IEP), 127 Individuals with Disabilities Education Act, 132 Informal educational practice, 34 Informal mentoring, 134–35 Inquiry professional making with public-workers-in-training, 71–72 InstagramTM, 135 Institute of International Education (IIE), 224 Institutional constraints, 167–68 Institutional responsiveness, lack of, 74–76 Institutional Review Boards, 145 Institutions, 223–224 education, 119 K-12, 13 public, 4, 10, 68 Integration, 4 for refugees, 110 “Integration potential” of Italian Regions, 91n6 Intentional partnering and communication, 169 Intentional time for content and planning, 168–69 Intercultural inquiry, 67 Internally displaced people (IDPs), 4 International English Language Testing System (IELTS), 51, 60 International Medical Graduates (IMGs), 56 International Organization for Migration (IOM), 91n2 International students, 95, 98–01 Interview, 116 Israel non-formal education practices in, 34 refugee children in, 35–36 Italian local welfare best practices for inclusive and responsive hospitality, 90–91 continuous emergency, 87–89 national regulatory framework, 83–85 unaccompanied migrant children in Calabria, 85–87 James Madison University (JMU), 12, 158–59 Jesuit Worldwide Learning: Higher Education at Margins/Jesuit Refugee Services (JWL: HEM), 140–41 K-8 Social Science Methods (K-8 SSM), 100 Kakuma Refugee Camp exploring themes, 145 methodology, 143–45 place of hope and knowledge, 150 place to share knowledge, 147–48, 151 policymakers, 141 PPBE, 140, 142–43 space for agency and personhood, 148–50 space for shared agency, 152–53 theoretical perspectives, 141–42 time for critical reflection, 145–47, 152 Kenyatta University–Centre for Refugee Studies and Empowerment (KU-CRSE), 140–41 Kindergarten through 12th grade schools (K-12 schools), 18, 220 Language, 22, 60, 232 Language barriers, 190 Lawful/Legal Permanent Resident (LPR), 218 Learning, 95–99 accommodations, 132–33 examination techniques, 57 Listening, 23, 38, 42, 60, 98, 143, 149, 158, 160–61, 166, 168, 200 Literacy, 159 Local reorganization process, 91 London Deanery for medical education, 56 Marginalized groups of refugees, 113 Maricopa County, 71 Massive open online courses (MOOCs), 226 Master of Science degrees in Forced Migration, 55 McCarran-Walter Act, 217 McKinney–Vento Homeless Education Assistance Act, 133 Medical graduate, 56 Mediterranean welfare state, 82 Memory, 20 Mental and emotional impacts caused by loss, 174 caused by ongoing stress, 174 caused by trauma, 174 Mental health, 179 distress of refugees, 110 programs, 128 Mental Health Supports, 232 Mentao Camp and Goudoubo Camp in Burkina Faso, West Africa, 205–206 Mentoring, 29, 134, 169, 237–238 Mentors, 133–34 Migrant Juncker Plan, 83 Migrants, 83 Migration, 186–87 Militarization, 7 “Model Riace”, 91 Multi Language Learners (MLL), 128 Multi-dimensional notions, 4 Multicultural education, 94 Multiculturalism, 43 Multilingual “rhetorical dexterity”, 71 National Association of School Psychologists (NASP), 189 National Health Service (NHS), 51 National Reception Plan, 83 National regulatory framework, 83 Native administration”, policy of, 67 “The Nature of Prejudice”, 6 Negative post-migration conditions, 112 New American Student Scholarship, 223 New South Wales (NSW), 173–74 New York State Education Department (NYSED), 128 Newcomer schools, 202 NHS Education for Scotland, 51 Nile Institute for Peace and Development, 73 1951 Convention, 4, 48, 172 Non-academic stressors, 189 Non-events, 7 Non-formal education practices, 34 findings, 36–41 in Israel, 34 refugee children in Israel, 35–36 research method, 36 young volunteers in, 34–35 Non-government organizations (NGOs), 24, 67, 173, 198 serving refugees, 201 Non-refugee students, 192–93 Noodling through ambiguities, 164–65 North East London Health Authority, 56 Nursing and Midwifery Council (NMC), 49, 53 Nurture, 19, 21, 26 Observed structured clinical examinations (OSCEs), 56 One-week clinical shadowing, 62 Ontario Student Assistance Program (OSAP), 114 Ontario University Application Centre (OUAC), 114, 120 Ontario’s higher education system, 113–14 Open Education Resources (OERs), 226 Operation Lifeline Sudan, 67–68 Organized interscholastic athletics, 134 Parent gardeners, CARE, 166–67 Parent/parent support, 190 Parenting in adverse conditions, 174 Participant-Researcher, 140 Partnerships, 97, 115, 143, 160, 225 Patient Health Questionnaire-9 (PHQ-9), 133 “Patients Listening and Negotiating” scenarios, 61 Pedagogy of Hope, 141–42 Pernicious legacy, 67–68 Person strand, 145 Personal development, 177 Personal–emotional communications system, creation of, 36–37 Personality traits, 174–75 Physical activity, 134 Place strand, 145 Place to share knowledge, 147–48, 151 Play, 177 play-based approaches, 8 play-based provision role within refugee camps, 175–79 spaces, 177 Policy, 119–21 Policymakers, 141 Population in camps, 205–206 Population of refugees in Israel, 35 Post-assessment survey, 102 Post-migratory stressors, 112 Post-traumatic stress disorder (PTSD), 11, 25, 110, 127, 132–33, 188–90 Post-Traumatic Victimhood, 25 Posttraumatic stress, 191 Poverty, 41, 55, 82, 88, 110, 161, 190, 199, 231 “Praesidium” project, 91n4 Pre-assessment survey, 102 Pre-service teachers, 98, 100–01, 159 Prejudice, 5 Preparing for Work in NHS (PFW), 62–63 Prior Learning Assessments, 120 Proactive approach, 175 Proactive circles, 21 Problem-Based Learning approach, 61 Procedural memory, 20 Product approach, 57 Professional Linguistic Assessment Board (PLAB), 57, 61 Program content framework, 117 Program development, 116 Program process in camps, 206 electrifying intensity, 207 good-bye ceremony; closing circle, 208 Healing Box Circle, 207 hope stones, 207 hopeful thought, 207 model, 118 protected path of love and hope, 208 realities of war through eyes of child, 206–207 Tree of Hope, 207–208 Protection System for Refugees and Asylum Seekers (SPRAR), 82, 84–85 “Protective” factors, 191 Psycho-social impact, 6 Psychological effects, 174–75 Psychosocial educational peace-building activities, 151 Psychosocial Peace-Building Education (PPBE), 13, 140, 142–43, 151 Public life reconfiguration community dialogue designing grounded in findings from South Sudan, 73–77 contemporary commons, 67–69 experiential design networking current public workers, 72–73 inquiry professional making with public-workers-in-training, 71–72 learning, 77–78 Women’s Talking Group, 69–71 Public service, 76–77 Public worker, 72 Public-workers-in-training, inquiry professional making with, 71–72 Racism, 192–93 Reactive approaches, 175 Reading, 12, 60, 66, 98, 102, 158–61, 180, 199–200 Reception system, 10, 82–83, 85, 88–89, 91 Recruiting JMU gardeners, 163 CARE garden, 165–67 noodling through ambiguities, 164–65 preparing gardeners through community building and content, 164 preparing gardeners through community engagement, 163–64 Refugee Act, 186, 218 Refugee and Asylum Seeking Centre for Healthcare Professionals Education North West (REACHE North West), 9, 48, 51–56 provision by stage, 59 Refugee Doctors’ Programme, 51 Refugee education, 151, 187 Allport’s contact theory, 5–6 Schlossberg’s transition theory, 6–7 Refugee Escape Act, 218 Refugee Health Screener 15 (RHS-15), 133 Refugee healthcare professionals (RHPs), 48 asylum seekers and refugees, 48–49 Clinical Attachments, 61–62 generic process for obtaining licence to practice, 50 language classes, 60–61 model/ethos, 56–60 North East, 51 PFW, 62–63 PLAB, 61 REACHE North West, 51–56 regulatory process, 49–51 Refugee resettlement, 217–218, 220–221 camp, 199 climate in United States, 218–219 strategy, 185 Refugee status, 217 and educational access, 219–221 refugee resettlement, 217–218 refugee resettlement climate in United States, 218–219 Refugee(s), 48–49, 83, 90, 152, 172 access to higher education, 221–222 and asylum seekers, 172 camps, 7, 19, 147, 173–74 children, 35–36, 95, 199–200 children within refugee crisis, 171–74 community, 159 council, 49 crisis, 205 flee, 112 hosting countries, 217, 220 integration, 113 or asylum-seeking children, 179–80 play-based provision role within refugee camps, 175–79 population, 217–219 refugee-resettlement agency, 160 restorative practitioner’s experience in refugee camp, 24–26 students, 129 youth, 140, 191–92, 199 Refugees transition, 136 Canada’s position on refugees, 111 higher education and refugees, 113–14 from margins to centre through education research project, 114 mental health distress of refugees, 110 policy recommendations, 120–21 practice framework, 119–20 programming and findings, 116–19 relevance and significance of community partners, 114 research methodology, 114–16 survivors of war and/or torture, 111–13 Regional foster care, 88 Regulatory process, 49–51 Rehabilitation Act (1973), 132 Relational Ladder, 20, 23–24 Research method, 36 Research-based practices, 71 Resettlement, 68–69, 73 agency, 128–29 services, 102 strategy, 186–87 Resilience, 190–92, 201 schools and families, 192–94 Resilient, 13, 173, 199 66, 68, 73–74 education, circles, 21 approaches, 20, 24 process, restorative to 21 practices, 21, 24 practitioner’s experience in refugee camp, 24–26 147, 149, 159 and Clinical 62 emotional 28 NHS 51 Schlossberg’s transition theory, 6–7 School and refugee students, 185 188–90 refugee education, 187 resettlement strategy, 186–87 trauma and effects, School in, 41 health 130 healthcare 192–94 schools, 218 Second process, 87–89 141 201, 204 61 of 6 Skills, 18, 30, 166, 221, 220 186 60–61 language and 7 38, 73 135 134 Social and emotional 205 Social 4 Social development, 177 Social 88, 110, 231 Social inclusion, 12, 82, 87, 90, Social integration, 4 Social Social policies, 82 Social Science Research Council 114 Social 71, 231 85, 88, 128 supporting to refugees community support, 128–29 teachers, learning accommodations, 132–33 mentors, 133–34 recommendations, 136 healthcare 134 High 7, 35, 110, 114, 141, 143, 151–52, 204 35, 146, 186, 223 South Sudan, community dialogue designing grounded in findings from, 73–77 primary research in, 73 South 68 South refugees in United States, 68 90, 231 for agency and personhood, 148–50 for shared agency, 152–53 134 91 180 development and support, 181–82 to mutually benefit, opportunity for 159 23, 25, 29, 127, 142, 212 143 23, 143, 166, 177, 212 112, 189, Student Refugee 223 from refugee backgrounds 222–223 educational support, 225 financial support, 223–224 recommendations for future practice, 226 refugee access to higher education, 221–222 refugee status and educational access, 219–221 refugee status and refugee population, 217–219 technology-facilitated education, 226 program, 12, 160, for transition of refugees and transition to mainstream education, 179–81 of 5–6 84 182 of war and/or torture, 111–13 City School 127 refugee crisis, 111 education, 97–98, 100 education, 226 and 143 for families 126 commons, 68, approach, development, 113 13, 201, 212 Thinking 94 for critical reflection, 145–47, 152 strand, 145 111–13 48, 51, 76, 97, education, 151 173 26 to mainstream education, 179–81 theory, 6 222 and effects, memory, 19 200–201 management, 18 in, 19–20 20 restorative approaches, restorative restorative practitioner’s experience in refugee camp, 24–26 refugees, 24, 26 Tree of Hope, 207–208 UK 55 51 Unaccompanied migrant children in Calabria, 85–87 transition, 7 local in Italian 83–85 United 141 United Convention, 111 United on the of the Child 83 United and Cultural Organization 141 United High for Refugees 12, 35, 110, 140, 186, 198, 199, 217, 222 United International Children’s 172 United refugee agency, 18 United States, refugee resettlement climate in, 218–219 United Citizenship and Immigration Services 217 220 University of 98, torture, 112 higher education, 216 20 Wales Asylum Seeking and Refugee Doctors 51 172–73 threatening garden of CARE, 167–68 Refugee Scholarship, 223 Women’s Talking Group, 69 of welfare and 71 institutional 143–44 96, 220–221 in 182 World University Service of Canada 223 20, 102, 180 60, 66, 102, of 34–35 volunteers in non-formal practices, 38, youth, 35 analysis, 69 to Refugee Education: Integration and Acceptance of Refugees in Mainstream Society Education the of Refugee Children in Israel 4 Refugee Healthcare Education and North West as 5 Public Refugee Education as Inquiry 6 of Italian Local Unaccompanied Refugee Children in South and in and 7 Teaching University to System 8 for the of Refugees and Victims of Torture the through to Higher 9 the of Refugees from School to College Kakuma Refugee Knowledge and Hope James Madison University the of CARE and Reading within the Harrisonburg Refugee 12 Children’s in Refugee 13 School and Refugee 14 Art as of Hope and from in the United and 15 of Colleges and in to from Refugee in the United the

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