The understated role of pedagogical love and human emotion in refugee education

Abstract

This study sought to determine the role pedagogical love can play in the emotional experience of (Arabic-speaking) refugee families in Calgary, Canada, as they engaged with the public education system at the Grade 4–12 level. Through a cooperative inquiry approach, based on a shared agenda and interests, the researchers used cycles of action and reflection to elicit and analyse the experiences of parents, teachers, and in-school support workers. Contextualized within a LEAD (Literacy, English, and Academic Development) program, the study triangulated data from focus groups comprising Syrian and Iraqi Arabic-speaking families, educators, and settlement workers. Specifically, participants in the LEAD program were invited to articulate how pedagogical love could serve as an overarching orientation in making educational transition as successful as possible for refugee families. Using Braun and Clarke’s thematic analysis, the researchers analyzed data in the form of reflections from parents, educators, and in-school support workers. Based on these data, we extrapolated four interconnected themes that demonstrated the positive correlation between incorporating pedagogical love into the classroom and refugee families’ educational experience: (1) promoting pedagogical love through empathetic outreach; (2) promoting pedagogical love through increased societal exposure; (3) promoting pedagogical love through flexibility, trust, and confidence; and 4) promoting pedagogical love through individualized care.

Keywords:

• Refugee families
• pedagogical love
• parents
• teachers
• English as a second language

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 https://www.cbe.ab.ca/programs/supports-for-students/Documents/LEAD-Brochure.pdf

Additional information

Notes on contributors

Rahat Zaidi

Rahat Zaidi is Professor and Chair of Language and Literacy in the Werklund School of Education at the University of Calgary, Canada. Her research expertise focuses on multilingual literacies that clarify intersectional understandings across sociophobia, diversity, immigration, and pluralism. Through her research, she advances social justice and equity and identity positioning in immigrant and transcultural contexts.

Tom Strong

Tom Strong is a professor and counsellor-educator who recently retired from the University of Calgary. He writes on the collaborative, critical and practical potentials of discursive approaches to psychotherapy and mental health. For Tom’s website and contact details, please see: https://wpsites.ucalgary.ca/tom-strong/

Christine Oliver

Christine Oliver is a System Principal with the Calgary Board of Education. She supports 31 schools across the northeast quadrant of Calgary and has a passion for working with families from diverse cultural and linguistic backgrounds. Christine has extensive experience with English Language Learning and newcomer reception services.

Hanan Alwarraq

Hanan Alwarraq is a Project Manager with a B.A in Education from the University of Calgary, and [Hon] B.A in English Literature & Psychology from the University of Ottawa. As a bilingual (Arabic/English) Teacher and Researcher, her interests include optimizing student learning and development, refugee family collaboration and multilingual literacies.

Ameena Naqvi

Ameena Naqvi is currently pursuing her undergraduate dual degree in computer science and business at Western University. She is passionate about immigration and newcomer resettlement and has a vested interest in issues of equity diversity and inclusion.