Developing student-driven learning activities to promote refugee quality education through the CARE methodology

References

• Biasutti, M., E. Concina, and S. Frate. 2019a. “Working in the Classroom with Migrant and Refugee Students: The Practices and Needs of Italian Primary and Middle School Teachers.” Pedagogy, Culture & Society 22 (1): 113–129. doi:10.1080/14681366.2019.1611626.
   Google Scholar
• Biasutti, M., E. Concina, and S. Frate. 2019b. “Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for in-Service Teachers.” Sustainability 11: 1238. doi:10.3390/su11051238.
   Web of Science ®Google Scholar
• Boyd, D. M. 2014. It’s Complicated: The Social Lives of Networked Teens. New Haven, CT: Yale University Press.
   Google Scholar
• Brantefors, L., A. Quennerstedt, and B. Tarman (Reviewing Editor) 2016. “Teaching and Learning Children’s Human Rights: A Research Synthesis”. Cogent Education 3(1). doi: 10.1080/2331186X.2016.1247610
   Google Scholar
• Cerna, L. 2019. Refugee Education: Integration Models and Practices in OECD Countries. OECD Education Working Paper No. 203. Paris: OECD.
   Google Scholar
• Clough, P., and C. Nutbrown. 2019. “Exploring the Place of Arts-Based Approaches in Early Childhood Education Research.” Journal of Early Childhood Research 17 (1): 3–13. doi:10.1177/1476718X19834220journals.sagepub.com/home/ doi: 10.1177/1476718X19834220
   Web of Science ®Google Scholar
• Darder, A. 2017. Reinventing Paulo Freire: The Pedagogy of Love. New York: Routledge.
   Google Scholar
• Delors, J., 1996. Learning the Treasure Within. Paris: UNESCO.
   Google Scholar
• Freire, P. 1973. Education for Critical Consciousness. New York: Seabury.
   Google Scholar
• Freire, P. 1985. The Politics of Education: Culture Power and Liberation. New York: Macmillan.
   Google Scholar
• Freire, P. 1994. Pedagogy of Hope. New York: Continuum.
   Google Scholar
• Freire, P. 1997. Pedagogy of the Heart. New York: Continuum.
   Google Scholar
• Freire, P. 1998. Pedagogy of Freedom: Ethics, Democracy and Civic Courage. Lanham, MD: Rowman and Little.
   Google Scholar
• Giroux, H. 2004a. “Public Pedagogy and the Politics of Neo-Liberalism: Making the Political More Pedagogical. Critical Pedagogy and the Postmodern/Modern Divide: Towards a Pedagogy of Democratization.” Policy Futures in Education 2 (3 & 4): 494–503. doi:10.2304/pfie.2004.2.3.5.
   Google Scholar
• Giroux, H. 2004b. “Critical Pedagogy: Revitalizing and Democratizing Teacher Education.” Teacher Education Quarterly 31 (1): 31–47. https://www.jstor.org/stable/23478408.
   Google Scholar
• Giroux, H. 2010. “Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy.” Policy Futures in Education 8 (6): 715–721. doi:10.2304/pfie.2010.8.6.715.
   Google Scholar
• Gkotzos, D., N. Larios, and V. Makrakis. 2012. “ICT-enabled Climate Change Education and Children’s Rights.” Journal of Teacher Education for Sustainability 14 (2): 5–40. doi:10.2478/v10099-012-0011-y doi: 10.2478/v10099-012-0007-7
   Google Scholar
• Kostoulas-Makrakis, N. 2014. “The Use of the Earth Charter at the Primary Teachers’ Education Department University of Crete, Greece.” In The Heart of the Matter: Infusing Sustainability Values in Education: Experiences of ESD with the Earth Charter, edited by A. Jimenez Elizondo and D. F. Williamson, 91–95. San Jose, CR: Universidad para la Paz. https://earthcharter.org/virtual-library2/images/uploads/ESD%20EC%202014.pdf.
   Google Scholar
• Kostoulas-Makrakis, N. 2016. “Integrating Sustainable Happiness in Pre-Service Teacher Training Enabled Through the Earth Charter Lenses.” In Pedagogy of Happiness: Towards an Unconventional School, edited by K. Karras, M. Sakellariou, A. Pediaditis, and M. Drakakis, 172–184. Rethymno, Crete: University of Crete.
   Google Scholar
• Kostoulas-Makrakis, N. 2017. “The Earth Charter Through the Lenses of Sustainability Justice.” In 9th International Conference in Open & Distance Learning, Athens, Greece. Proceedings, 11–18. https://earthcharter.org/wp-content/uploads/2018/05/Kostoula-EC-and-Sustainability-Justice.pdf.
   Google Scholar
• Levy, R. 2016. “A Historical Reflection on Literacy, Gender and Opportunity: Implications for the Teaching of Literacy in Early Childhood Education.” International Journal of Early Years Education 24 (3): 279–293. doi:10.1080/09669760.2016.1165652.
   Web of Science ®Google Scholar
• Makrakis, V. 2014. “ICTS as Transformative Enabling Tools in Education.” In ICT in Education in Global Context, edited by R. Huang Kinshuk and J. Price, 101–119. Berlin: Springer Verlag.
   Google Scholar
• Makrakis, V. 2016. “A Methodology for Developing a Sustainability Justice Curriculum: Turning Teachers Able to Act as Agents of Change.” In Pedagogy of Happiness: Towards an Unconventional School, edited by K. Karras, M. Sakellariou, A. Pediaditis, and M. Drakakis, 148–171. Rethymno, Crete: University of Crete.
   Google Scholar
• Makrakis, V. 2017a. “Developing and Validating a Sustainability Justice Instrument to Transform Curriculum, Learning and Teaching.” In 9th International Conference in Open & Distance Learning, Athens, Greece. Proceedings https://eproceedings.epublishing.ekt.gr/index.php/openedu/article/viewFile/1368/1303.
   Google Scholar
• Makrakis, V. 2017b. “Unlocking the Potentiality and Actuality of ICTs in Developing Sustainable–Justice Curricula and Society.” Knowledge Cultures 5 (2): 103–122. doi:0.22381/KC5220177 doi: 10.22381/KC5220177
   Google Scholar
• Makrakis, V., and N. Kostoulas-Makrakis. 2017. ““An Instructional-Learning Model Applying Problem-Based Learning Enabled by ICTs”.” In Research on ELearning and ICT in Education, edited by P. Anastasiades, and N. Zaranis, 3–16. Switzerland: Springer.
   Google Scholar
• McCormick Smith, M., and T. Chao. 2018. “Critical Science and Mathematics Early Childhood Education: Theorizing Reggio, Play, and Critical Pedagogy into an Actionable Cycle.” Education Sciences 8: 162. doi:10.3390/educsci804016 doi: 10.3390/educsci8040162
   Web of Science ®Google Scholar
• Nutbrown, C., and P. Clough. 2009. “Citizenship and Inclusion in the Early Years: Understanding and Responding to Children’s Perspectives on Belonging.” International Journal of Early Years Education 17 (3): 191–206. doi:10.1080/09669760903424523.
   Google Scholar
• Quennerstedt, A. 2016. “Young Children’s Enactments of Human Rights in Early Childhood Education.” International Journal of Early Years Education 24 (1): 5–18. doi:10.1080/09669760.2015.1096238.
   Web of Science ®Google Scholar
• Rolfe, G., D. Freshwater, and M. Jasper. 2001. Critical Reflection in Nursing and the Helping Professions: A User’s Guide. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Shallow, N., and V. Whitington. 2014. “The Wellbeing of Refugee Children in an Early Childhood Education Context: Connections and Dilemmas.” Journal of Educational Enquiry 13 (1): 18–34.
   Google Scholar
• UNESCO. 2018. A Lifeline to Learning: Leveraging Technology to Support Education for Refugees. Paris: UNESCO. https://unesdoc.unesco.org/images/0026/002612/261278e.pdf.
   Google Scholar
• UNHCR. 2018. Turning the Tide: Refugee Education in Crisis. https://www.unhcr.org/turnthetide/.
   Google Scholar
• Wall, S. 2015. Pedagogy in Early Childhood Education and Care (ECEC): An International Comparative Study of Approaches and Policies. Taguma: OECD. www.gov.uk/government/publications.
   Google Scholar
• Watkins, M., G. Noble, and A. Wong. 2018. It’s Complex! Working with Students of Refugee Backgrounds and Their Families in New South Wales Public Schools. New South Wales Teachers Federation. https://www.nswtf.org.au/files/18530_its_complex_centenary_report_digital.pdf.
   Google Scholar