Duoethnographic Perspective on Supporting Students of Refugee Background in Middle School

Abstract

Students with refugee experiences face several social and academic challenges in the Canadian school system. Supportive relationships and school spaces where educators, parents, and peers act as cultural brokers to help students navigate challenges can contribute to reducing experiences of educational inequality for children with refugee experiences. This duoethnography maps these relationships during a year-long identity text project with Grade 6 students in an ESL/ELD classroom by two educator researchers. Using an intersectional lens, the authors identify gaps and highlight promising pathways and practices for the integration of students with refugee backgrounds, including 1) working towards the greater interconnectedness of service and referrals between welcome centres, schools and service organizations; 2) knowledge exchange surrounding different education pathways and practices and the opportunities afforded by these for the integration of students with refugee experiences; 3) individually tailored educational support and services; and 4) translanguaging pedagogy.