Beyond Deficit: Insights From Early Childhood Preservice Teachers on Refugee Education

• In Event: Uplifting Immigrant and Refugee Students Through Teacher Education

Abstract

This study explores early childhood pre-service teachers’ perceptions and readiness to work with refugee children and families. Through interviews with 15 pre-service teachers across three U.S. universities, findings reveal prevalent deficit and trauma discourses shaping their views, often neglecting refugees’ resilience and strengths. However, they demonstrated a high level of commitment to implementing culturally responsive teaching, primarily focusing on explicit cultural aspects. The study highlights the need for more comprehensive teacher education programs that address these limiting narratives and integrate implicit cultural aspects into teacher training. It calls for extended coursework and hands-on experiences with refugees and community agencies to better prepare future educators in fostering inclusive and supportive learning environments for refugee students.

Authors

• Sung Eun Jung, University of Arizona

• Hae Min Yu, Lewis University

• Jaehee Kwon, SUNY at Fredonia