Roundtables

AERA 2017: „Migrants and refugees in educational systems and educational research“
Chair: Deborah Palmer, Rebecca Callahan

• ReGES–Refugees in the German Educational System: Introducing a new panel study on refugees in Germany
  Hans-Günther Roßbach, Jutta von Maurice, Gisela Will, Christoph Homuth
• Refugee Studies in Canada and Germany: What we do (not) know?
  Howard Ramos, Débora B. Maehler, Paul Pritchard, Steffen Pötzschke
• Identifying vocational competencies (MySkills: Berufliche Kompetenzen erkennen, BKE)
  Heiko Rölke, Ulf Kröhne
• Pathways to belonging: Educational aspirations in Kakuma Refugee Camp
  Michelle J. Bellino
• Child Refugees and their Transition into German early childhood education and care systems
  Stefanie Greubel
• Reading and writing of students with German-Turkish and German-Russian language background
  Ingrid Gogolin, Julia Heimler
• Similarities and dissimilarities of civic engagement for refugees across continents
  Elke Winter, Verena Schmid
• Turkish Parents' Perspective on Teachers' Role in the Integration of Their Children in France and Germany
  Fikriye Kurban
• Somali Refugees and Education in the US
  Wangari Gichiru

AERA 2018: „Migration, Refugees, and Public Education: Challenges and Opportunities“
Chair: Lisa Damaschke-Deitrick, Alexander W. Wiseman

• The Integration of Refugee Children and Youth: A Systematic Review of German- and English-Language Literature
  Débora B. Maehler
• The German Longitudinal Refugee Study “Refugees in the German Educational System (ReGES)” – Progress Report
  Jutta von Maurice
• Exploring Opportunities for the Establishment of a Cross- National Comparative Cohort Study of Mental Health and Educational Outcomes among Migrant Children and Youth
  Kathy Georgiades
• Impact of Teacher Preparation and Professional Development on Refugee and Asylum-Seeking Student Outcomes in OECD Countries
  Alexander W. Wiseman, Ericka Galegher
• Interdisciplinary Centre for Integration and Migration Research (InZentIM)
  Herman-Josef Abs
• Language Practices in Multilingual Families
  Ingrid Gogolin, Julia Heimler
• Peer Building Processes in ECEC Systems. Challenges and Opportunities for Refugee Children
  Stefanie Greubel
• Education for Refugees as Solution for Integration: Between International Scripts and National Adaptations
  Lisa Damaschke-Deitrick, Elizabeth Bruce
• Female Refugee Transitions into Higher Education
  Maureen Park, Ericka Galegher
• MySkills – Identifying Professional Competencies
  Handout by Britta Upsing

AERA 2019: „Migration, refugees, and public education: Challenges and opportunities, language and literacy approach“
Chair: Lisa Damaschke-Deitrick

• The educational response to Syrian displacement: A professionalizing field in a politicized environment
  Elizabeth Buckner and Mozynah Nofal
• Claims-making in the context of the “refugee crisis” – a German-Canadian comparison at a local scale
  Verena Schmid, Elke Winter and Anke Patzelt
• Dead end schools? Refugee teenagers and school segregation in Germany
  Simon Morris-Lange
• Emergency education in protracted displacement: Pitfalls, contradictions and opportunities for shifting the lens
  Maha Shuayb and Cathrine Brun
• Studies on the acculturation of young refugees in the educational domain: Methodological gaps
  Steffen Pötzschke, Débora B. Maehler, Howard Ramos and Paul Pritchard

AERA 2020: "Education for Refugees"
Chairs: Alexander Wiseman and Lisa Damaschke-Deitrick

In 2020 DIPF originally planned two Roundtables on „Edcuation for Refugees“. Due to the Covid-19-Pandemic the annual AERA Meeting in San Francisco was cancelled. As in recent years DIPF again wanted to offer a space for Northamerican, German and international researchers to discuss their research, engagge in transatlantic cooperations and talk about current trends in education research.

Following roundtables were planned:

„Defining Refugees and Refugee Education“ Chair: Alexander W. Wiseman

• Moving beyond methodological nationalism to develop a transnational perspective on the educational pathways of displaced and dispossessed migrant youth
  William Perez
• Refugee youths’ educational and social participation: An ethnographic inquiry
  Dilek Kayaalp
• Pensando en Rosa y los Otros Alumnos Transnacionales de Varios Perfiles que Encontrábamos en Mexico (Thinking About Rosa and Various Other Transnational Students We Have Encountered in Mexico)
  Edmund T. Hamann
• New American Refugees: A case study of how a community of Nepali-speaking Bhutanese familiesexperience school and educational policy in the Northeast
  Cynthia Reyes, Hemant Ghising and Shana J. Haines
• Temporalities of Refugee Identity and Education
  Amberley Middleton
• Gender differences in vocational interests: A comparison between native born, migrant and refugee adolescents
  Florian G. Hartmann and Jutta von Maurice, Dominik Weigand

„Training Teachers to Educate Refugee and Humanitarian Migrant Youth“ Chair: Lisa Damaschke-Deitrick

• Exemplary Practices of New Zealand Teachers Preparing Refugee Youth for Resettlement: The First SixWeeks
  Jody McBrien
• Teachers coping with cultural diversity: Case studies on assessment practices, challenges and experiences in Austrian secondary schools
  Herbert Altrichter, Katharina Soukup-Altrichter, Barbara Herzog-Punzenberger and Magdalena Fellner
• Change of curricula, teacher educators and support measures – how initial teacher education in Europe shouldbe able to cope with (humanitarian) migrant students
  Barbara Herzog-Punzenberger
• Training Teachers to Educate Refugee and Humanitarian Migrant Youth
  Jihae Cha and Min Choi
• Isolating or Inclusive? Educating refugee youth in the United States
  Jill Koyama
• Educating Newcomer Immigrant & Refugee Youth in U.S. Schools
  Monisha Bajaj
• Radical Acceptance: A framework for preparing teachers to support students with refugee and asylum seeker backgrounds
  Maura Sellers