Storying Students: Noticing, Describing, and Labelling of Students With Refugee Experiences

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

Abstract

The way in which teachers describe the students they work with and specifically students with refugee experiences, highlight the details that they feel are most important to share about their students. This paper reports on findings from a study that examined preservice and inservice teachers navigating the complexities of teaching students with refugee experiences through the use of culturally sustaining pedagogies. The results shared in this paper focus on the ways in which pre-service and in-service teachers story their students. Becoming aware of and disrupting discourse patterns that fall into false or embellished, racially skewed or deficit-based patterns starts with noticing and describing such patterns.

Author

• Amrit Kaur Cojocaru, Simon Fraser University