Refugee children and parental involvement in school education: A field model

Zlata Kovacevic, Barbara Klimek, Iris Sharon Drower

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

While much has been achieved in this country to bring about equality for many groups, for refugees it has been a struggle. This chapter explores the state of refugee education in terms of definition and impact for children and families, including coordination constraints. It provides a program-model for working with refugee students and their families within a culturally responsive partnership at Washington Elementary School District, Arizona, USA. In addition, challenges are addressed leading to constant adapting, changing, and improving the program model over time based on the needs of the refugee students and their families.

Original languageEnglish (US)
Title of host publicationSocial Justice and Parent Partnerships in Multicultural Education Contexts
PublisherIGI Global
Pages139-161
Number of pages23
ISBN (Electronic)9781522539452
ISBN (Print)1522539433, 9781522539438
DOIs
StatePublished - Feb 9 2018

ASJC Scopus subject areas

  • Social Sciences(all)

Fingerprint Dive into the research topics of 'Refugee children and parental involvement in school education: A field model'. Together they form a unique fingerprint.

  • Cite this

    Kovacevic, Z., Klimek, B., & Drower, I. S. (2018). Refugee children and parental involvement in school education: A field model. In Social Justice and Parent Partnerships in Multicultural Education Contexts (pp. 139-161). IGI Global. https://doi.org/10.4018/978-1-5225-3943-8.ch008