Examining Teachers’ Efforts to Educate Refugee Students at One Elementary School in Texas

Abstract

A significant number of school-age children comprise the wave of refugees seeking and settling in new homelands. Schools are an integral part of the resettlement process. Therefore, the purpose of this article is to highlight how teachers supported the learning of refugee students at Northstar Elementary School (NES), which was designated by the school district as one of the elementary schools that served this student population. This qualitative study collected data through interviews, classroom observations, and school-related documents. The data were analyzed and the findings were organized around four central practices associated with culturally responsive pedagogy: critical cultural consciousness of teachers, culturally pluralistic classroom climates, diverse communities of learners, and multicultural curriculum and instruction. Refugee students and their families have hopes and dreams for themselves and teachers can play an integral part to help realize those dreams.