Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students: Skills and Strategies for Classroom Teachers outlines the ways educators can support positive educational and social outcomes for the most vulnerable children in their communities. Each chapter briefly outlines the relevant theory, expanding on this through vignettes from research and analytical reflection, helping the reader identify and apply the differentiated pedagogical understandings in their own classrooms. Providing insights from educators who are doing this work successfully across the globe, the book highlights the challenges and considerations that teachers face in multilingual, multicultural classroom environments where students’ common experience is trauma and loss and guides them towards effective practice. This book is intended for use in schools by school leaders and classroom teachers and by educational professionals engaged in supporting schools with students with refugee backgrounds.

This text offers a comprehensive portfolio of approaches to support young children with refugee backgrounds. It covers trauma-informed pedagogies, transitioning to school, authentic inclusion, play, social and emotional learning, and intergenerational trauma. In early childhood centres around the world, teachers and directors can be uncertain of how to meet the needs of newly arrived children. Based on empirical research in five countries, this book offers insights from early childhood educators who are working hard to support families and young children with refugee and asylum-seeker experiences. It illustrates the link between theory and practice and the importance of developing culturally sensitive classroom strategies to effectively support the emotional and cognitive needs of multilingual, multicultural students whose common experiences may only include displacement, trauma, and loss. Rather than offering a measure for ‘success,’ this book shares the knowledge and experience of practitioners who understand the work and the very particular circumstances of these children’s lives. The authors bring these perspectives together in order to inspire other professionals who face this challenging work, encouraging the reader to reflect, to consider how relevant some of the ideas may be in their own contexts, and to contemplate the principles which allow their professional actions to make a difference. This book is an essential resource for early childhood educators and leaders who want to ‘open the door’ to genuinely inclusive, empathetic, and supportive practice. It will be of great interest to researchers and postgraduate students in the fields of early childhood and primary education.

Amid the growing trend of preserving ethnic languages within diverse ethnolinguistic communities in Greece and Cyprus, our understanding of heritage language education in these countries remains limited. The chapters in this collection undertake a thoughtful exploration of language education in the world’s two majority-Greek-speaking contexts. The volume brings together empirical studies that exhibit the array of heritage language education options available in Greece and Cyprus today, including community/complementary schools operating on weekends or after regular school hours, providing language and culture classes in a range of languages (e.g., Albanian, Czech, Armenian, Russian), day schools (such as Italian and Hebrew schools), and 'family language schools' developed within the UNICEF framework. Collectively, these chapters establish a novel evidence base describing the diversity of the heritage language education landscape, which could act as a catalyst for further research and potentially drive change in both policy and practice. Importantly, the volume renders heritage language education initiatives in Greece and Cyprus visible – mainly to scholars, but potentially also to practitioners, policymakers, and other stakeholders in this evolving social, educational, and linguistic domain.

This handbook critically examines spaces of mental health and wellbeing across multiple, often intersecting, domains from green and blue spaces to lived and embodied spaces, creative spaces, work and home spaces, and institutional and post-institutional spaces. The Routledge Handbook on Spaces of Mental Health and Wellbeing features 45 chapters from leading international scholars who collectively interrogate the spatial dimensions of mental health and wellbeing from conceptual and experiential viewpoints. The ways in which these theoretical developments prompt a re-thinking of mental health and wellbeing as concepts is also discussed before presenting some highlights from the handbook’s five main sections – (1) green and blue spaces, (2) lived and embodied spaces, (3) creative spaces, (4) work and home spaces, and (5) institutional and post-institutional spaces. The key benefits of this book include a great appreciation of the complex networks and assemblages of mental health and wellbeing, the value of a geographical/spatial approach to thinking about mental health, and the vast array of spaces and places that are implicated in human and posthuman notions of wellbeing. This book will be of interest to students and scholars across the social sciences and the humanities as well as researchers and practitioners in the fields of psychology, psychiatry, social work, nursing, health geography, social and cultural geography, anthropology, mental health social studies, cultural theory, and architecture.

Junior Library Guild Selection * New York Public Library's Best Books for Teens * Goodreads Choice Awards Nonfiction Finalist * Chicago Public Library’s Best of the Best Books for Teens: Nonfiction * 2018 Texas Topaz Nonfiction List * YALSA's 2018 Quick Picks List * Bank Street's 2018 Best Books of the Year “This gut-wrenching, poetic memoir reminds us that no life story can be reduced to the word ‘refugee.’" —New York Times Book Review “A critical piece of literature, contributing to the larger refugee narrative in a way that is complex and nuanced.” —School Library Journal (starred review) This profoundly moving memoir is the remarkable and inspiring true story of Sandra Uwiringiyimana, a girl from the Democratic Republic of the Congo who tells the tale of how she survived a massacre, immigrated to America, and overcame her trauma through art and activism. Sandra was just ten years old when she found herself with a gun pointed at her head. She had watched as rebels gunned down her mother and six-year-old sister in a refugee camp. Remarkably, the rebel didn’t pull the trigger, and Sandra escaped. Thus began a new life for her and her surviving family members. With no home and no money, they struggled to stay alive. Eventually, through a United Nations refugee program, they moved to America, only to face yet another ethnic disconnect. Sandra may have crossed an ocean, but there was now a much wider divide she had to overcome. And it started with middle school in New York. In this memoir, Sandra tells the story of her survival, of finding her place in a new country, of her hope for the future, and how she found a way to give voice to her people.

Building on her earlier work, 'The Power of Music: A Research Synthesis of the Impact of Actively Making Music on the Intellectual, Social and Personal Development of Children and Young People', this volume by Susan Hallam and Evangelos Himonides is an important new resource in the field of music education, practice, and psychology. A well-signposted text with helpful subheadings, 'The Power of Music: An Exploration of the Evidence' gathers and synthesises research in neuroscience, psychology, and education to develop our understanding of the effects of listening to and actively making music. Its chapters address music’s relationship with literacy and numeracy, transferable skills, its impact on social cohesion and personal wellbeing, as well as the roles that music plays in our everyday lives. Considering evidence from large population samples to individual case studies and across age groups, the authors also pose important methodological questions to the research community. 'The Power of Music' defends qualitative research against a requirement for randomised control trials that can obscure the diverse and often fraught contexts in which people of all ages and backgrounds are exposed to, and engage with, music. This magnificent and comprehensive volume allows the evidence about the power of music to speak for itself, thus providing an essential directory for those researching music education and its social, personal, and cognitive impact across human ages and experiences.

Refuge in a Moving World draws together more than thirty contributions from multiple disciplines and fields of research and practice to discuss different ways of engaging with, and responding to, migration and displacement. The volume combines critical reflections on the complexities of conceptualizing processes and experiences of (forced) migration, with detailed analyses of these experiences in contemporary and historical settings from around the world. Through interdisciplinary approaches and methodologies – including participatory research, poetic and spatial interventions, ethnography, theatre, discourse analysis and visual methods – the volume documents the complexities of refugees’ and migrants’ journeys. This includes a particular focus on how people inhabit and negotiate everyday life in cities, towns, camps and informal settlements across the Middle East and North Africa, Southern and Eastern Africa, and Europe.