Reaching and Teaching Immigrant and Refugee-background Children: A compassionate, creative and critically-conscious pedagogy
Immigrant and refugee-background children are a growing population in public schools in the United States. For many, their pre-migration, transmigration and post-migration experiences are painted with violence, war, separation, food insecurity, fragmented schooling, loss, and trauma. The themes discovered through a literature review of immigrant and refugee education confirmed that: immigrant children are marginalized and left behind in the U.S.; teachers need support, resources, training, especially in cultural competence; academic success greatly impacts immigrant children’s overall well-being; critical self-reflection is an essential tool for improving outcomes for this population; and literacy is the social justice issue to address in refugee and immigrant education. The purpose of this project is to support educators with a personal and professional growth experience that prepares them to use CAP (Cultural-Academic-Psychological) Intervention methodology (Igoa, 1995, 2014). Through CAP, a compassionate, creative and critically-conscious pedagogy, teachers can effectively reach and teach immigrant and refugee-background children, providing them with a truly equitable education.