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This book examines the educational systems into which students with refugee backgrounds are placed when relocated into their new homelands. It discusses the current climate of neo liberalism which pervades schooling in many western countries and the subsequent impact on curriculum focus and teaching strategies. The authors propose ways in which these students can be educated with policies and perspectives which respect diversity and uniqueness, using among others a primary school in regional Australia dedicated to holistic education as an example.
An ever more globalizing world creates new spaces of
transnationalism and mobility in manifold dimensions. It causes paradigm
shifts in various aspects including science. At the same time 65.6
million human beings are forcibly displaced worldwide. Social work,
claiming to be a human rights profession promoting social change and
development, would be expected to be in the front line when it comes to
not only engage people and structures to address life challenges and
enhance wellbeing in practice but also to research the field and to
develop underlying theories. Unfortunately, this is not the case, so
far. Looking at literature and curricula, one is surprised by the all
too often only superficial covering if not even by the vacuum left.
It is the intention of this book – to prove flight and migration to be an original dimension of international social work – to initiate and promote a well-founded, truly global, academic social work discussion on flight and migration – to integrate the paradigm shifts into reference disciplines – to bridge the gaps between the discourses in countries of origin, of transit and of destination. Authors
from Finland, Germany, Greece, Italy, Jordan, Kenya, the Lebanon,
Nigeria, Spain, Turkey, Uganda and the United States of America
contribute to ithe book.
Target group: researchers and lecturers in education and political science; policy makers; school leaders; teachers