Research | Refugee students often live in contexts where the inclusion and peace they build within classrooms is met with exclusion and violence in other spaces of their lives, both inside and outside the school. To address this dissonance, teachers of refugees engage in a constant balancing act: teaching their students both for the world that exists and for a world that they wish existed. In research with teachers and students across contexts of conflict and refuge, we observe specific constructive elements of these approaches to teaching and learning, which we call pedagogies of belonging. These pedagogies of belonging are rooted in predictability, adaptability, and future-building, and guided by relationship-building. In considering how more teachers might learn from them and incorporate them into their practices, I examine how teachers in one school in Lebanon who do use these pedagogies have come to do so.
Read More
