| Abstrakt: |
This article addresses the complex and increasingly important issues confronted by those who seek to provide educational and related services to refugee children. The model of cultural mediation for refugee children presented here is derived from descriptions and analysis of two distinct programmes in Canada and in California. Each modality offers unique services while both share essential features on cultural mediation. Research and analysis of these cultural mediation programmes discloses two lessons. First, it demonstrates how to break down non-academic barriers to education for refugee children. Second, it suggests a theoretical framework to guide further research, policy design, and programme evaluation when serving refugee children, including unaccompanied minors. The cultural mediation framework focuses on six sets of linkages between refugees on the one hand and educational professionals on the other. These sets of relationships among all parties involved become necessary in the educational process to clear the way for academic endeavours. [ABSTRACT FROM PUBLISHER] |
