Copowerment in Education: Utilizing a Trauma in Early Childhood Education Training for Teachers to Reach Their Afghan Refugee Students
Date
April 2023Metadata
Show full item recordAbstract
This thesis paper explores the challenges and opportunities for growth among refugees in the classroom with the trauma they experienced. Drawing on a range of literature and research, the paper examines the various facets of trauma in education, including the systemic problems that contribute to this issue. These include the challenges faced by refugee students within the education system, and the challenges faced by teachers who work with students who have experienced trauma. The paper argues for a copowerment Model of education, which emphasizes collaboration, mutual support, and empowerment of all stakeholders, including students, teachers, and parents, which can provide an effective way to provide a smooth transition to the U.S.
Description
Thesis project submitted in partial fulfilment of the requirements for the Master of Arts in International Community Development.
Contents
Acknowledgements
Abstract
Introduction
Holistic view of the problem
Obstacles refugees face
Refugee obstacles in the education system
Obstacles teachers face
Methodology of research process
Reflexivity and learning development
The need for a trauma informed copowerment model of education
Conclusion
Works cited
Appendix A
Appendix B
Works cited
Works cited comprehensive
Original item type
Microsoft Word (DOCX)
Original extent
78 pages
Collections
Copyright
This original work is protected by copyright. Copyright is retained by the author(s). Works may be viewed, downloaded, or printed, but not reproduced or distributed without author(s) permission.
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