Do They Have What They Need? Supporting Teachers of New Immigrant and Refugee Students

• In Event: Teacher Learning Toward Equity and Justice to Change Systemic Inequalities

Abstract

The current educational context in the United States is rapidly evolving, comprising of nearly 25% first and second generation immigrant and refugee students (Britz & Batalova, 2013). Hence, critical global consciousness is imperative. This session reports on a qualitative case study exploring how teachers were prepared to teach in an International Baccalaureate public charter school whose mission is to maintain an even split of United States-born and new immigrant and refugee students while honoring and building on cultures and experiences. Implications of this research extend to establishing social justice-oriented curricula and implementing culturally responsive pedagogy in school contexts with similar populations.

Authors

• Kristina Brezicha, Georgia State University

• Rhina Fernandes Williams, Georgia State University