Abstract

CARDOZO GAIBISSO, Lourdes; VAZQUEZ DOMINGUEZ, Max; ALLEXSAHT-SNIDER, Martha  and  BUXTON, Cory. School Interrupted: Pedagogical perspectives of educators working with bilingual adolescents refugees within the RiseUp program in the United States. Cuad. Investig. Educ. [online]. 2018, vol.9, n.2, pp.93-113. ISSN 1510-2432.  https://doi.org/10.18861/cied.2018.9.2.2856.

A significant number of immigrant students with interrupted schooling have arrived to secondary school classrooms in different parts of the United States. In this context, educators feel challenged to rethink their classroom practices. This study explored how three educators -a classroom teacher, a university professor and a research assistant- perceived and narrated bilingual science teaching to a group of refugee students in the southeastern United States. Through Critical Thematic Discourse Analysis, this article addressed educators' evolving discourses on experiential knowledge, everyday language, and the role of translations in the classroom. This study revealed the need to conceptualize the teaching of refugee students from a holistic perspective, which includes not only pedagogical aspects but also the examination of potentially deficit discourses. Also, this study invites readers to reflect on how each society, embedded in a certain historical, political, cultural, and economic context where academic knowledge arises, generates the conditions for said knowledge to be considered relevant and meaningful. Our role then, as educational researchers, is to challenge and transform these conditions to improve learning opportunities for all students.

Keywords : refugee students; bilingualism; international education; educational and demographic change; critical discourse analysis; science education.

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