The Understated Role of Pedagogical Love and Human Emotion in Refugee Education

Autor/inn/en	Zaidi, Rahat; Strong, Tom; Oliver, Christine; Alwarraq, Hanan; Naqvi, Ameena
Titel	The Understated Role of Pedagogical Love and Human Emotion in Refugee Education
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 35 (2022) 6, S.678-696 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zaidi, Rahat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1991029
Schlagwörter	Foreign Countries; Refugees; Arabic; Public Education; Elementary Secondary Education; Parent Attitudes; Teacher Attitudes; Employee Attitudes; Adjustment (to Environment); Empathy; Social Support Groups; Caring; Trust (Psychology); Self Esteem; Individual Needs; English Language Learners; Barriers; Emotional Response; Teacher Role; Teacher Student Relationship; Parent Role; Transitional Programs; Canada; Syria; Iraq + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Arabisch; Öffentliche Erziehung; Elternverhalten; Lehrerverhalten; Arbeitnehmerinteresse; Empathie; Social support; Soziale Unterstützung; Care; Pflege; Sorge; Betreuung; Self-esteem; Selbstaufmerksamkeit; Emotionales Verhalten; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Parental role; Elternrolle; Kanada; Syrien; Irak
Abstract	This study sought to determine the role pedagogical love can play in the emotional experience of (Arabic-speaking) refugee families in Calgary, Canada, as they engaged with the public education system at the Grade 4-12 level. Through a cooperative inquiry approach, based on a shared agenda and interests, the researchers used cycles of action and reflection to elicit and analyse the experiences of parents, teachers, and in-school support workers. Contextualized within a LEAD (Literacy, English, and Academic Development) program, the study triangulated data from focus groups comprising Syrian and Iraqi Arabic-speaking families, educators, and settlement workers. Specifically, participants in the LEAD program were invited to articulate how pedagogical love could serve as an overarching orientation in making educational transition as successful as possible for refugee families. Using Braun and Clarke's thematic analysis, the researchers analyzed data in the form of reflections from parents, educators, and in-school support workers. Based on these data, we extrapolated four interconnected themes that demonstrated the positive correlation between incorporating pedagogical love into the classroom and refugee families' educational experience: (1) promoting pedagogical love through empathetic outreach; (2) promoting pedagogical love through increased societal exposure; (3) promoting pedagogical love through flexibility, trust, and confidence; and 4) promoting pedagogical love through individualized care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01