Silencing Refugees’ Voices in Educational Practices: Perspectives on School Textbooks

Preface
Overview of the Book
Introduction
Contents
1 Identity Crisis in Highly Educated Afghan Immigrant (EFL) Students: Challenges and Promises
	Introduction
		The Rationale for the Study of Afghan Refugee Students in Iran
	Literature Review
		Historical Background of Afghan People in Iran: From Economic Strategy to Political Necessity
		Identity: Conceptualizations and the Theoretical Framework
	Method
		Participants and Setting
		Research Design: Descriptive Narrative
	Data Collection Methods
		Data Analysis and Study Rigor
	Findings and Discussion
		Conceal Your Nationality not to Disgrace Your Boss and Hide Yourself not to Ruin the Institute’s Repute
		Afghan-Ness: The Stigma of Being a Foreigner
		Discrimination and Alienation: “I’m Iranian, but you’re Afghani.”
		Implications and Suggestions
	Conclusion
	References
2 An In-depth Analysis of Foreign Language Course Books to Investigate How and to What Extent Current Global Crises Are Covered in Them
	Introduction
	Theoretical Background
		Language of Peace Education (LPA)
		Critical Pedagogy and Global Education in Language Teaching Textbooks
		Content in Textbooks Concerning Global Issues and Refugees
	Methods
		Research Setting
		Data Collection
		Data Analysis
		Findings
	Discussion, Implications and Recommendations
		Methodological Implications
		Pedagogical Implications
		Recommendations
	Conclusion
	References
3 Afghan Immigrants in Iranian Educational System: A Case Study to Give Them a Voice
	Introduction
		Background to the Study
	Method
		Participants
		Data Collection Procedure
		Data Analysis
	Results
		Emotional and Social Barriers
		Economic and Financial Barriers
		Cultural Barriers
		Welfare Barriers
		Political Barriers
	Discussion
	Conclusion and Implication
	References
4 Delving into Conception of Community of the Immigration: The Association Between Imagined Communities and Learner Engagement in Writing Tasks
	Introduction
	Literature Review
		Imagined Communities in SLA
		Learner Engagement and SLA
		Theoretical Framework of the Study
	Methodology
		Participants
		Instrumentation
		Procedure and Data Analysis
	Results
		Imagined Communities and Learner Engagement in Writing Tasks
		Content Analysis of the Responses Emerged from the Interviews
	Discussion and Conclusion
	References
5 Reading Approach in L2 Learning Techniques for Adult Migrants
	Introduction
		Theorical Background
		Issues, Controversies, Problems
		Implications and Recommendations
	Conclusion
	References
6 Representation of Migrant Women in Textbooks—Insights from the Italian Context
	Introduction
		Theorical Background
		Issues, Controversies, Problems
	Methodology
	Results
		Implications and Recommendations
	Conclusion
	Appendix
	References
7 Initiatives and Strategies to Improve Reading Skills and Academic Performance of Syrian Refugee Children: Case of Lebanon
	Introduction
		Theoretical Framework and Background
		Review of International and Local Studies
		Importance of Language Policy on Technology Integration
		Contemporary Best Practices in Language Education: Proven Methods and Strategies
		Cooperative Learning, Inquiry Learning, and Problem-Based Learning
		Issues, Controversies, Problems
		The Social Interaction Approach
		Principles and Dimensions
		Dimensions
		The Synthetic Phonic Approach
		The Analytical Approach
		Onset and Rhymes
		Strategies and the Use of Technology
	Discussion
		Interdependence Between Teaching Strategies and Approaches
		Discussion of Various Active Learning Approaches: Examples of Technology-Based Activities for Each Approach
		Digital Natives: Characteristics, Learning Styles, and Implications for Language Teaching and Learning.
		Lebanon’s Education Reform Strategy and Action Plan (LERSAP): Overview of LERSAP and Goals for Education Reform
		ISTE Standards: An Overview and the Lebanese Experience
		Implications and Recommendations
		Recommendations on Technology Tools in Language Learning
		Challenges for Technology Integration in Language Learning
	Conclusions
	References
8 An Evaluation of Turkish Textbooks Used in Language Teaching for Refugee Students
	Introduction
		The Role and Importance of Textbooks in Second Language Teaching
	Method
		Research Design
		Working Group
		Data Collection Tools
		Data Analysis
	Results
		Findings and Comments on Interviews with Turkish Field Experts on Textbooks
	Discussion and Conclusion
		Recommendations
	References
9 Elements Related to the Refugee and Migration Phenomenon in Primary School Textbooks
	Introduction
	Method
		Research Design
		Data Collection
		Data Analysis
		Validity and Reliability
	Findings
		Findings on the Inclusion of Refugees and Migration in Primary School Textbooks According to Grade Levels
		Findings on the Inclusion of Refugees and Migration Phenomenon in Primary School Textbooks According to Different Branches
		Findings on the Representation of People/Refugees with Forced Migration in Primary School Textbooks
	Discussion and Conclusion
	References
10 Conflicting Demands of Settlement and Tertiary Education in Australia for Refugee Background Students? A Critical Metaphor Analysis
	Introduction
	Theorical Background
		Australian Humanitarian/Resettlement Policy
	Literature Review
		Refugee Settlement Policy and Practice in Australia: The Place of Education
		Education Available to Adult Refugee Students in Australia
		Issues, Controversies, Problems
		Temporal Dimensions
		Immediate Services
		Additional Activities
	Findings
		Case Study 1: Juliet
		Case Study 2: Modaser
	Discussion
		Metaphors of Pace and Direction: Meandering and Hurtling Through Education
		Metaphors of Strategy and Acceptance: ‘Hedging Bets’ and ‘Making Do’
		Gendered Differences
		Implications and Recommendations
	Conclusion
	References
Chapter 11 Politics of Representation: Nationalist Discourse, Normalization, and the Afghan Diaspora in the Iranian High School Textbooks
	Abstract
	Introduction
	Theoretical Background
	Text Analysis
	Conclusion
	References
Conclusion