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Spratling , Harrison J.
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Education Social Sciences Other

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BALANCING WHOLE-SCHOOL AND SPECIALIST APPROACHES: “BEST PRACTICE” FOR REFUGEE LITERACY EDUCATION BETWEEN 2006 AND 2020 Spratling , Harrison J.
International Journal of Educational Best Practices Vol. 8 No. 1 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.1.103-125

Abstract

Arguably the most important aspect of education for students from refugee backgrounds is literacy, so it is important for educators to be aware of best-practice approaches to literacy education for these students. By analyzing themes of best practice for refugee literacy education found in pre- and post-2011 academic literature, this study aims to detect shifts in what academics deem to be “best practice” in this field over time. The study finds evidence of a general shift towards holistic education as best practice for refugee literacy education; however, specialized intervention has grown in emphasis amongst academics focusing on non-classroom interventions such as mental health support and pre-mainstream literacy courses. This means schools and educators must maintain robust connections with external service providers and continuously improve their own professional practice in line with current best-practice pedagogies. 
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