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Session Type: Symposium
This symposium examines how education can “unforget” the histories of displacement, trauma, and systemic marginalization that refugee learners carry, while also imagining caring futures grounded in equity. Six papers drawing on a variety of theoretical frameworks and methodologies collectively call for actions that reflect a deep commitment to equity and justice and highlight practical steps that stakeholders can take to move toward more inclusive and caring educational systems. Sustainable equity in education cannot be reached without acknowledging the whole learner – their histories, identities, languages, and aspirations. By centering care as both a philosophy and a practice, we offer a vision of what compassionate, equity-driven, and sustainable education can look like for refugee students around the world.
Alia Hadid, Rhode Island College
Melissa Hauber-Özer, University of Missouri
Rabia Hos, Southern Connecticut State University
Peace Education Program Adaptation: A Sustainable Way for Harmony - Dilara Özel, University of Glasgow; Zeynep Hatipoglu Sumer, Middle East Technical University
Accessing Educational Resources and Support: Newcomer Refugee Mothers’ Challenges and Resilience during the COVID-19 Pandemic - Saliha Al, University of Rochester; Mehtap Akay, International Rescue Committee
Examining Teachers’ Efforts to Educate Refugee Students at One Elementary School in Texas - Nathern S.A. Okilwa, Baylor University; M. Michelle Kelley, Northside Independent School District; Kerry Haupert, North East I.S.D.
Exploring the Digital Literacies of Refugees from a Funds-of-Knowledge Perspective - Linda Molin-Karakoc, University College London - IOE
Engaging the “Between:” Working with Refugee-Background Students and Families amid Complexity - Ramona M. Fruja, Bucknell University; Kevin C. Roxas, Western Washington University
Empathy in Action: Nurturing Sustainable Educational Change through Nel Noddings' Ethics of Care - Alia Hadid, Rhode Island College; Rabia Hos, Southern Connecticut State University; Melissa Hauber-Özer, University of Missouri