Methods, Practices, and Strategies for Teaching Students from Refugee Backgrounds: The Case of Prince Edward Island (Canada)

Methods, Practices, and Strategies for Teaching Students from Refugee Backgrounds: The Case of Prince Edward Island (Canada)

By: Joanne MacNevin (author)Hardback

Special OrderSpecial Order item not currently available. We'll try and order for you.


This is a significant contribution to the knowledge and understanding of the challenges and issues concerning the education of refugee students in Canada. This exceptional piece of work provides a roadmap in both policy and practice for finding solutions and strategies to help educators deal with this formidable task. This study explored teaching and learning for youth from refugee backgrounds in Prince Edward Island (PEI) schools. The three research questions that are addressed are: What is being done in other provinces in Canada to engage learners from refugee backgrounds? What are the teaching practices, challenges, and opportunities as encountered by educations, and what are the challenges and opportunities as experienced by students from refugee backgrounds? What programs, supports, or pedagogical strategies could be integrated into Prince Edward island educational contexts in order to enhance educational experience for students from refugee backgrounds? The data reveal that both students and teachers agree that a main challenge faced by refugee youth is language proficiency. However, the findings also confirm that the challenges go beyond language acquisition. Since students from refugee backgrounds may have experienced trauma and interruptions in education, it was found there need to be improvements in services available to these students such as counseling, one-on-one support, teacher training, and school inclusion practices. Marginalization and exclusion existed in the schools these youth attended. Teachers also expressed the need for better preparation at the university level and more ongoing professional development related to areas such as teaching basic reading and working with students who have experienced trauma. Practical implications are discussed in relation to current research literature. The study leads naturally to specific recommendations in policy and practice for teaching youth from refugee backgrounds.


1. Inclusion of Refugee Students in School and Learning; 2. The Importance of Identity Affirmation in Learning; 3. Specific Learning Needs and Challenges of Students from Refugee Backgrounds; 4. Teacher Attitudes and Practices.

Product Details

  • ISBN13: 9780773444775
  • Format: Hardback
  • Number Of Pages: 272
  • ID: 9780773444775
  • ISBN10: 0773444777

Delivery Information

  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

Prices are for internet purchases only. Prices and availability in WHSmith Stores may vary significantly