Language Education Policy Studies
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MEMES Survey Information for Educators of Refugee and other Displaced Students 

Spring 2018 Project at University of Wisconsin-Madison Curriculum & Instruction

Making Empathetic Multilingual Environments in Schools: MEMES to Support Refugees and Displaced Students  

In the discussion board and weekly sessions, we will discuss themes such as integration & acculturation; linguistic & cultural rights; trauma; stereotypes & disinformation; roles for families, storytelling spaces, & social network groups; and languages—value, uses, strategies for multilingual classroom spaces where students use their plurilingual repertoire. The survey asks about similar topics. More detailed topics include:


  • Negative or stereotypic beliefs and attitudes toward displaced students. (Islamophobia, racism)
  • Policies and programs to transition, welcome students and train teachers and support staff.  What policies or programs would be ideal in your experience?
  • Defining diversity in displacement: Does curriculum reflect student diversity and history, and identity?
  • Identities mapping onto displaced students from the perspective of the curriculum, school, and other students and solutions to this problem. 
  • The need to create culturally relevant classrooms? How can we accomplish this? (ie policy changes, teacher preparation, curriculum revision) 
  • Critical incidents related to displaced students that you have seen or been part of in an educational setting, such as bullying by students or others, mental health or trauma issues, racism.

please email Dr. Kristine Harrison with questions at kmharrison@wisc.edu


Discussion topics
Use of the data
Consent
Use of the Surveys, Discussions, and Videos
Languages
Theory and Conceptual
Goals & Expected Result
Timeline
Content/Integrated Resources
A few resources

A few references:


Dawson, G., & Farber, S. (2012). Forcible Displacement Throughout the Ages: Towards an International Convention for the Prevention and Punishment of the Crime of Forcible Displacement. Martinus Nijhoff Publishers.


Fábos, A. (2015). Refugees in the Arab Middle East: Academic and policy perspectives. Digest of Middle East Studies, 24(1), 96–110. 


Kambel, E. (2016). Translanguaging: the answer to 21st century multilingual classrooms? Rutu Foundation. Retrieved at http://www.rutufoundation.org/translanguaging-multilingual-classrooms/


Sugarman, Julie. 2017. Beyond Teaching English: Supporting High School Completion by Immigrant and Refugee Students. Washington, DC: Migration Policy Institute. 


United Nations High Commission for Refugees (UNHCR). (2016). Figures at a Glance. Geneva. Retrieved at http://www.unhcr.org/en-us/figures-at-a-glance.html  

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This information was originally published on the website of the International Network for Language Education Policy Studies (http://www.languageeducationpolicy.org) as

Harrison, K.M. (2018). Survey Project Info: Making Empathetic Multilingual Environments in Schools: Memes to Support Refugees and Displaced Students. In F. V. Tochon (Ed.), Language Education Policy Studies (online). Madison, WI: University of Wisconsin—Madison. Retrieved from: http://www.languageeducationpolicy.org (access date).