A year in the life of a Chicago high school with one of the nation’s highest proportions of refugees, told with “strong novel-like pacing” (Milwaukee Magazine) "A stunning and heart-wrenching work of nonfiction."—Chicago Reader Winner of the Studs and Ida Terkel Award For a century, Chicago’s Roger C. Sullivan High School has been a home to immigrant and refugee students. In 2017, during the worst global refugee crisis in history, its immigrant population numbered close to three hundred—or nearly half the school—and many were refugees new to the country. These young people came from thirty-five different countries, speaking more than thirty-eight different languages. Called “a feat of immersive reporting” (National Book Review), and “a powerful portrait of resilience in the face of long odds” (Publishers Weekly), Refugee High, by award-winning journalist Elly Fishman, offers a riveting chronicle of the 2017–8 school year at Sullivan High, a time when anti-immigrant rhetoric was at its height in the White House. Even as we follow teachers and administrators grappling with the everyday challenges facing many urban schools, we witness the complicated circumstances and unique needs of refugee and immigrant children: Alejandro may be deported just days before he is scheduled to graduate; Shahina narrowly escapes an arranged marriage; and Belenge encounters gang turf wars he doesn’t understand. Heartbreaking and inspiring in equal measure, Refugee High raises vital questions about the priorities and values of a public school and offers an eye-opening and captivating window into the present-day American immigration and education systems.

Traces the lives of twenty-two immigrant teens throughout the course of a year at Denver's South High School who attended a specially created English Language Acquisition class and who were helped to adapt through strategic introductions to American culture.

This revised and expanded second edition of The United Nations High Commissioner for Refugees (UNHCR) continues to offer a concise and comprehensive introduction to both the world of refugees and the organizations that protect and assist them. This updated edition also includes: up to date coverage of the UNHCR’s most recent history and policy developments evaluation of new thinking on issues such as working in UN integrated operations and within the UN peacebuilding commission assessment of the UNHCR’s record of working for IDP’s (internally displaced persons) discussion of the politics of protection and its implications for the work of the UNHCR outline of the new challenges for the agency including environmental refugees, victims of natural disasters and survival migrants. Written by experts in the field, this is one of the very few books to trace the relationship between state interests, global politics, and the work of the UNHCR. This book will appeal to students, scholars, practitioners, and readers with an interest in international relations.

The award-winning, #1 New York Times bestselling novel from Alan Gratz tells the timely--and timeless--story of three different kids seeking refuge. A New York Times bestseller! JOSEF is a Jewish boy living in 1930s Nazi Germany. With the threat of concentration camps looming, he and his family board a ship bound for the other side of the world... ISABEL is a Cuban girl in 1994. With riots and unrest plaguing her country, she and her family set out on a raft, hoping to find safety in America... MAHMOUD is a Syrian boy in 2015. With his homeland torn apart by violence and destruction, he and his family begin a long trek toward Europe... All three kids go on harrowing journeys in search of refuge. All will face unimaginable dangers -- from drownings to bombings to betrayals. But there is always the hope of tomorrow. And although Josef, Isabel, and Mahmoud are separated by continents and decades, shocking connections will tie their stories together in the end. As powerful and poignant as it is action-packed and page-turning, this highly acclaimed novel has been on the New York Times bestseller list for more than four years and continues to change readers' lives with its meaningful takes on survival, courage, and the quest for home.

In this book, internationally migrant families invite us to listen to the storylines of their mostly muted voices as they navigate the local schools in their new cultural context. They call us to hear them as they grapple with issues they encounter. They implore us to feel like an outsider and see the school as a foreign culture with language and communication barriers. The book is organized to enhance this carework. Each chapter begins with a vignette that includes the voices of one or more members of international migrating families, while introducing the context of the chapter. At the end of each chapter readers will find specific implications to consider. These are constructed with preservice teachers, practicing teachers, and educational administrators in mind. As you read each chapter, there is the call for school transformation. The families in this book entreat school personnel to engage with international migrant families and to embrace a risk and resilience model as we strive together for success. These storylines challenge us to examine our personal storylines for biases and deficit understandings and call us all to purposefully rewrite these in the spirit of possibilities as the families in this book have embodied for us.

International law provides states with a common definition of a "refugee" as well as guidelines outlining how asylum claims should be decided. Yet even across nations with many commonalities, the processes of determining refugee status look strikingly different. This book compares the refugee status determination (RSD) regimes of three popular asylum seeker destinations: the United States, Canada, and Australia. Though they exhibit similarly high levels of political resistance to accepting asylum seekers, refugees access three very different systems-none of which are totally restrictive or expansive-once across their borders. These differences are significant both in terms of asylum seekers' experience of the process and in terms of their likelihood of being designated as refugees. Based on a multi-method analysis of all three countries, including a year of fieldwork with in-depth interviews of policy-makers and asylum-seeker advocates, observations of refugee status determination hearings, and a large-scale case analysis, Rebecca Hamlin finds that cross-national differences have less to do with political debates over admission and border control policy than with how insulated administrative decision-making is from either political interference or judicial review. Administrative justice is conceptualized and organized differently in every state, and so states vary in how they draw the line between refugee and non-refugee.

This collection of empirical work offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.