"We Aren't Only Here to Teach": Caring Practices of Teachers in the Context of Inclusive Refugee Education in Jordan

Autor/in	Cohen, Elisheva
Titel	"We Aren't Only Here to Teach": Caring Practices of Teachers in the Context of Inclusive Refugee Education in Jordan
Quelle	In: American Educational Research Journal, 60 (2023) 1, S.3-35 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cohen, Elisheva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312221138267
Schlagwörter	Caring; Educational Practices; Inclusion; Refugees; Foreign Countries; Power Structure; Social Discrimination; Critical Theory; Acceleration (Education); Elementary School Teachers; Teacher Student Relationship; Jordan; Syria + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Bildungspraxis; Inklusion; Flüchtling; Ausland; Soziale Benachteiligung; Soziale Schließung; Kritische Theorie; Acceleration; Beschleunigung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Syrien
Abstract	This article examines the complex process of teachers' care for students in contexts of inclusive refugee education in Jordan, where Syrian refugees and Jordanian students study together. I illustrate that while teachers' caring practices represent efforts to support refugee students, they are limited by teachers' inability to see the social, structural, and systemic power dynamics that restrict Syrian refugees, reifying unequal relations of power between refugees and nationals. National teachers are embedded in the social fabric of the societies in which they live and not impervious to the discriminatory attitudes towards refugees, thereby limiting the extent of their care. This article illuminates the complexity of inclusive refugee education and concludes with implications for teacher education and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01