Seeking Justice, Seeking Hope: Refugee Resettlement Campuses and Transformative Pedagogy in Higher Education

Autor/inn/en	Sapra, Sonalini; Matheis, Christian; Abdo, Diya
Titel	Seeking Justice, Seeking Hope: Refugee Resettlement Campuses and Transformative Pedagogy in Higher Education
Quelle	In: Metropolitan Universities, 34 (2023) 2, S.43-69 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-8485
Schlagwörter	Refugees; Land Settlement; College Role; Housing; School Community Relationship; Service Learning; Place Based Education; College Students; Student Attitudes; Problem Solving; Social Justice; North Carolina + Suchen Sie Ihr Suchwort? Flüchtling; Siedlungsraum; Unterkunft; Service-Learning; Collegestudent; Schülerverhalten; Problemlösen; Soziale Gerechtigkeit
Abstract	This article provides an exploratory case study of place-based pedagogy developed in partnership with Every Campus A Refuge (ECAR) at Guilford College. ECAR is the first initiative of its kind to mobilize college and university campus resources to provide housing and other forms of assistance to refugees seeking resettlement in the institution's local area (within and beyond the institution's physical borders). ECAR is transforming refugee resettlement in the United States as it also transforms our understanding and teaching about the issues faced by these communities and the role of post-secondary educational institutions. Through ECAR's commitment to "compassionate hospitality and radical accountability" (Every Campus A Refuge, n.d.), campuses undergo transformations that blur the boundaries between campus and community and redefine the notion of "place" for students and community members. This article examines how place-based initiatives at resettlement campuses, such as ECAR in Greensboro, impact student experiences and learning. We present an analysis of survey data collected from students who participated in the ECAR minor and analyze their responses. This data indicates that the academic program's place-based pedagogy (1) provides students opportunities to learn about what forced displacement is and why it happens; (2) centralizes the voice, agency, and perspectives of the individuals who experience forced migration and resettlement; (3) emphasizes how we can collectively organize and advocate to address the problems of forced displacement and resettlement. In this way, the minor is helping students engage in the work of principled problem-solving in refugee resettlement through specialized course offerings and place-based pedagogy. The paper concludes with challenges and opportunities for campuses interested in adopting this place-based refugee resettlement program for their colleges/universities. It also discusses pathways for further research and pedagogical innovation. (As Provided).
Anmerkungen	Coalition of Urban and Metropolitan Universities. 8000 York Road, Towson, MD 21252. Tel: 410-704-3700; Fax: 410-704-2152; e-mail: cumu@towson.edu; Web site: http://www.cumuonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01