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Welcoming Refugee Families to a New Place Called Home: Upholding Social Protections and Safeguarding Children's Educational Experience.

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Title: Welcoming Refugee Families to a New Place Called Home: Upholding Social Protections and Safeguarding Children's Educational Experience.
Authors: Williams, Sheri S.1 (AUTHOR)
Source: Schools: Studies in Education. Spring2024, Vol. 21 Issue 1, p171-188. 18p.
Subject Terms: *Child welfare, *Refugee children, *Child care, *Cultural identity, Refugee families, State governments, Linguistic identity
Geographic Terms: United States
Abstract: In an era of rising concern about global migration, powerful stories can help shift perspectives and inspire humanitarian action. The author takes readers on a journey through her lived experience in welcoming refugees seeking sanctuary in the United States. Her reflective article describes how a network of caring collaborators leveraged their resources to uphold social protections and safeguard children's educational experience as they resettled in a new place to call home. Interdependent partners from the district's schools, the state government, and the local community helped build an inclusive school culture and restore hope to the displaced families. The narrative concludes with a call to action for schools and host communities to welcome newcomer families and their children in a culture of care that honors linguistic and cultural identities, supports resilience and healing, sustains well-being and livelihoods, and restores lives of dignity. Lessons learned hold promise for educators and citizens who are invested in safeguarding refugee children's right to an education and providing societal protection for their families. The story closes with implications for present-day challenges and the work ahead. [ABSTRACT FROM AUTHOR]
Copyright of Schools: Studies in Education is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: In an era of rising concern about global migration, powerful stories can help shift perspectives and inspire humanitarian action. The author takes readers on a journey through her lived experience in welcoming refugees seeking sanctuary in the United States. Her reflective article describes how a network of caring collaborators leveraged their resources to uphold social protections and safeguard children's educational experience as they resettled in a new place to call home. Interdependent partners from the district's schools, the state government, and the local community helped build an inclusive school culture and restore hope to the displaced families. The narrative concludes with a call to action for schools and host communities to welcome newcomer families and their children in a culture of care that honors linguistic and cultural identities, supports resilience and healing, sustains well-being and livelihoods, and restores lives of dignity. Lessons learned hold promise for educators and citizens who are invested in safeguarding refugee children's right to an education and providing societal protection for their families. The story closes with implications for present-day challenges and the work ahead. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Schools: Studies in Education is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1086/729552
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        Text: English
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        PageCount: 18
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      – SubjectFull: Child welfare
        Type: general
      – SubjectFull: Refugee children
        Type: general
      – SubjectFull: Child care
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      – SubjectFull: Cultural identity
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      – SubjectFull: Refugee families
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      – SubjectFull: State governments
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      – SubjectFull: Linguistic identity
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              Text: Spring2024
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