The authors explore the role of educational research in uncertain, risky times. Theoretical arguments and empirical examples of the in-situ development of research practices in Australia, Canada, Finland and Norway are provided, arising from reflection upon and dialogue about researching practices with particular groups.

Even with increased attention to refugee women‘s issues in the late 20th century, post-colonial discourses have nurtured limiting representations of refugee women, predominantly as subjects of charity and as victims. Adding to a growing body of work in the field, the author challenges this preconception by offering an opportunity for women‘s voices

This textbook serves as a guide for practitioners whose goal is to enhance refugee students’ learning experiences. With millions of children globally in refugee or seeking asylum status, this volume is a must-read for every 21st century educator. Often, refugee students have missed a substantial amount of schooling as a result of the disruptions in their home countries and transit through refugee camps. Others have never been to school at any time. Refugees enter school with the same hopes and aspirations as other students, but they also confront serious challenges. This textbook helps educators to restore hope through the following topics: empowering refugees in school liberating structures in resettlement camps increasing opportunity at university designing compassionate pedagogies leveraging technology connecting the community Each chapter includes points to ponder as educators work to apply the principles of restoring hope for refugee students and their families. This textbook also provides practical suggestions and case studies that will help educators to put theory into practice. Teachers and professors who are passionate about honing their skills will find this book a comprehensive resource when displaced students enter their classrooms. This volume will also be of great interest to teacher-educators, pre-service teachers, educators serving in refugee camps and school administrators.

This collection of studies by an international group of researchers provides a place for migrant, refugee and indigenous children to talk about their school experiences. Refugee children from the Sudan, Afghanistan and Somalia, indigenous children from Sweden, Australia, New Zealand and Vietnam, migrant children in Canada, Iceland and Hong Kong, urban and rural children from Zanzibar all speak out through drawings, small group and individual discussion.

The Politics of Silence, Voice and the In-Between: Exploring Gender, Race and Insecurity from the Margins seeks to dismantle the deficit discourses generated through research about people as agency-less and, by extension, objects of study. The book argues that, regardless of marginalisation, people create spaces of liminality where they seek control over their lives by navigating the structures that exclude them. Challenging the false binary of silence as violence and voice as power, the book introduces the idea of an in-between ‘liminal space’ which is created by people to navigate conditions of oppression and move towards a politically stable and inclusive world. This book will be of great interest to students and scholars of gender studies, international development, peace and conflict studies, politics and international relations, sociology and media studies. It will be an important resource for courses incorporating gender, feminist and postcolonial perspectives.