Global displacement and local contexts: a case study of U.S. urban educational policy and practice

References

• Alessi, E. J., Kahn, S., & Chatterji, S. (2016). The darkest times of my life”: Recollections of child abuse among forced migrants persecuted because of their sexual orientation and gender identity. Child Abuse & Neglect, 51, 93–105. https://doi.org/10.1016/j.chiabu.2015.10.030
   PubMed Web of Science ®Google Scholar
• Alisic, E. (2012). Teachers’ perspectives on providing support to children after trauma: A qualitative study. School Psychology Quarterly, 27(1), 51–59. https://doi.org/10.1037/a0028590
   PubMed Web of Science ®Google Scholar
• Alisic, E., Bus, M., Dulack, W., Pennings, L., & Splinter, J. (2012). Teachers’ experiences supporting children after traumatic exposure. Journal of Traumatic Stress, 25(1), 98–101. https://doi.org/10.1002/jts.20709
   PubMed Web of Science ®Google Scholar
• Alisic, E., Van der Schoot, T., van Ginkel, J., Kleber, R., & Alisic, E. (2008). Looking beyond posttraumatic stress disorder in children: Posttraumatic stress reactions, posttraumatic growth, and quality of life in a general population sample. The Journal of Clinical Psychiatry, 69(9), 1455–1461. https://doi.org/10.4088/JCP.v69n0913
   PubMed Web of Science ®Google Scholar
• Allen, K. P., Livingston, J. A., & Nickerson, A. B. (2020). Child sexual abuse prevention education: A qualitative study of teachers’ experiences implementing the second step child protection unit. American Journal of Sexuality Education, 15(2), 218–245. https://doi.org/10.1080/15546128.2019.1687382
   Web of Science ®Google Scholar
• Aloe, A., Shisler, S., Norris, B. D., Nickerson, A. B., & Rinker, T. (2014). A multivariate meta- analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30–44. https://doi.org/10.1016/j.edurev.2014.05.003
   Web of Science ®Google Scholar
• Alvarez, A. (2020). Seeing race in the research on youth trauma and education: A critical review. Review of Educational Research, 90(5), 583–686. https://doi.org/10.3102/0034654320938131
   Web of Science ®Google Scholar
• American Educational Research Association (AERA). (2011). Code of ethics. AERA. https://doi.org/10.3102/0013189X11410403
   Google Scholar
• American Psychological Association [APA]. (2008). Presidential task force on posttraumatic stress disorder and trauma in children and adolescents. APA.
   Google Scholar
• Anyon, J. (2014). Radical possibilities: Public policy, urban education, and a new social movement (2nd ed.). Routledge.
   Google Scholar
• Arar, K., Brooks, J. S., & Bogotch, I. (2019a). Education, immigration and migration: Policy, leadership and praxis for a changing world. Emerald Publishing Limited. https://doi.org/10.1108/978-1-78756-044-420191003
   Google Scholar
• Arar, K., Örücü, D., & Ak Küçükçayır, G. (2019b). Culturally relevant school leadership for Syrian refugee students in challenging circumstances. Educational Management Administration & Leadership, 47(6), 960–979. https://doi.org/10.1177/1741143218775430
   Web of Science ®Google Scholar
• Arar, K., Ӧrücü, D., & Waite, D. (2020). Understanding leadership for refugee education: Introduction to the special issue. International Journal of Leadership in Education, 23(1), 1–6. https://doi.org/10.1080/13603124.2019.1690958
   Web of Science ®Google Scholar
• Banks, J. (2017). Citizenship education and global migration: Implications for theory, research, and teaching. The American Educational Research Association. https://doi.org/10.1080/17400201.2020.1744934
   Google Scholar
• Berkovich, I. (2014). A socio-ecological framework of social justice leadership in education. Journal of Educational Administration, 52(3), 282–309. https://doi.org/10.1108/jea-12-2012-0131
   Google Scholar
• Blitz, L. V., Anderson, E. M., & Saastamoinen, M. (2016). Assessing perceptions of culture and trauma in an elementary school: Informing a model for culturally responsive trauma-informed schools. Urban Review, 48(4), 520–542. https://doi.org/10.1007/s11256-016-0366-9
   Google Scholar
• Blitz, L. V., Yull, D., & Clauhs, M. (2020). Bringing sanctuary to school: Assessing school climate as a foundation for culturally responsive trauma-informed approaches for urban schools. Urban Education, 55(1), 95-124. https://doi.org/10.1177/0042085916651323
   PubMed Web of Science ®Google Scholar
• Block, K., Riggs, E., & Haslam, N. (2013). Values and vulnerabilities: The ethics of research with refugees and asylum seekers. Australian Academic Press.
   Google Scholar
• Bomer, R., Dworkin, J. E., May, L., & Semingson, P. (2008). Miseducating teachers about the poor: A critical analysis of Ruby Payne’s claims about poverty. Teachers College Record, 110(2), 2497–2531.
   Google Scholar
• Boutwell, L. (2015). “I don’t want to claim America”: African refugee girls and discourses of othering. Girlhood Studies, 8(2), 103–118. https://doi.org/10.3167/ghs.2015.080208
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
   Google Scholar
• Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–742. https://doi.org/10.1037/0012-1649.22.6.723
   Web of Science ®Google Scholar
• Brooks, W., & Watson, T. (2019). School leadership and racism: An ecological perspective. Urban Education, 54(5), 631–655. https://doi.org/10.1177/0042085918783821
   Web of Science ®Google Scholar
• Bulmer, M., & Solomos, J. (2015). Multiculturalism, social cohesion and immigration: Shifting conceptions in the UK. Routledge. https://doi.org/10.1080/01419870.2015.1095324
   Google Scholar
• Cazden, C. B. & Leggett, E. L. (1981). Culturally responsive education: Recommendations for achieving Lau remedies II. In H. T. Trueba, G. P. Guthrie, & K. Au (Eds.), Culture and the bilingual classroom: Studies in classroom ethnography (pp. 69–86). Newbury House Publishers, Inc.
   Google Scholar
• Cheung, S. Y., & Phillimore, J. (2014). Refugees, social capital, and labour market integration in the UK. Sociology, 48(3), 518–536. https://doi.org/10.1177/0038038513491467
   Google Scholar
• Copeland, W. E., Keeler, G., Angold, A., & Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of General Psychiatry, 64(5), 577–584. https://doi.org/10.1001/archpsyc.64.5.577
   PubMed Web of Science ®Google Scholar
• De Bellis, M. D., Woolley, D. P., & Hooper, S. R. (2013). Neuropsychological findings in pediatric maltreatment: Relationship of PTSD, dissociative symptoms, and abuse/neglect indices to neurocognitive outcomes. Child Maltreatment, 18(3), 171–183. https://doi.org/10.1177/1077559513497420
   PubMed Web of Science ®Google Scholar
• DeCapua, A. (2016). Reaching students with limited or interrupted formal education through culturally responsive teaching: Reaching students with limited/interrupted education. Language and Linguistics Compass, 10(5), 225–237. https://doi.org/10.1111/lnc3.12183
   Web of Science ®Google Scholar
• Delpit, L. (1997). Education in a multicultural society: Our future’s greatest challenge. In J. E. Strouse (Ed.), Exploring themes of social justice in education: Readings in social foundations (pp. 211–219). Merrol. https://doi.org/10.2307/2295245
   Google Scholar
• Dewane, C. J. (2006). Use of self: A primer revisited. Clinical Social Work Journal, 34(4), 543–558. https://doi.org/10.1007/s10615-005-0021-5
   Web of Science ®Google Scholar
• Diem, S., Young, M. D., & Sampson, C. (2019). Where critical policy meets the politics of education: An introduction. Educational Policy, 33(1), 3–15. https://doi.org/10.1177/0895904818807317
   Web of Science ®Google Scholar
• Doel, M. A. (2020). Placed. Displaced. Children’s Geographies, 18(5), 557–567. https://doi.org/10.1080/14733285.2020.1773403
   Web of Science ®Google Scholar
• Federici, R. A., & Skaalvik, E. M. (2012). Principal self-efficacy: Relations with burnout, job satisfaction and motivation to quit. Social Psychology of Education, 15(3), 295–320. https://doi.org/10.1007/s11218-012-9183-5
   Web of Science ®Google Scholar
• Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction tom any of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventative Medicine, 14(4), 245–258. https://doi.org/10.1016/s0749-3797(98)00017-8
   PubMed Web of Science ®Google Scholar
• Figley, C. R. (Ed). (1995). Compassion fatigue: Coping with secondary traumatic stress disorder. Bruner/Mazel.
   Google Scholar
• Franco, D. (2018). Trauma without borders: The necessity for school-based interventions in treating unaccompanied refugee minors. Child and Adolescent Social Work Journal, 35(6), 551–565. https://doi.org/10.1007/s10560-018-0552-6
   PubMed Web of Science ®Google Scholar
• Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
   Web of Science ®Google Scholar
• Gorski, P. (2008). Peddling poverty for profit: elements of oppression in Ruby Payne’s framework. Equity and Excellence in Education, 41(1), 130–148. https://doi.org/10.1080/10665680701761854
   Google Scholar
• Grewal, I. (2005). Transnational America: Feminisms, diasporas, neoliberalisms. Duke University Press.
   Google Scholar
• King, R., & Skeldon, R. (2010). Mind the gap: Integrating approaches to internal and international migration. Journal of Ethnic and Migration Studies, 36(10), 1619–1646. https://doi.org/10.1080/1369183X.2010.489380
   Web of Science ®Google Scholar
• Kretzmann, J., & McNight, J. (1997). Building communities from the inside out: A path toward finding and mobilizing a community’s assets. Acta Publications.
   Google Scholar
• Kurland, H. (2019). School leadership that leads to a climate of care. International Journal of Leadership in Education, 22(6), 706–730. https://doi.org/10.1080/13603124.2018.1529818
   Web of Science ®Google Scholar
• Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 82(3), 465–491. https://doi.org/10.3102/00028312032003465
   Google Scholar
• Lai, B. S., Kelley, M. L., Harrison, K. M., Thompson, J. E., & Self-Brown, S. (2015). Posttraumatic stress, anxiety, and depression symptoms among children after Hurricane Katrina: A latent profile analysis. Journal of Child and Family Studies, 24(5), 1262–1270. https://doi.org/10.1007/s10826-014-9934-3
   PubMed Web of Science ®Google Scholar
• Lai, B. S., Osborne, M. C., Lee, N. H., Self-Brown, S., Esnard, A. M., & Kelley, M. L. (2018). Trauma-informed schools: Child disaster exposure, community violence and somatic symptoms. Journal of Affective Disorders, 238, 586–592. https://doi.org/10.1016/j.jad.2018.05.062
   PubMed Web of Science ®Google Scholar
• Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916. https://doi.org/10.1016/j.tate.2005.06.003
   Web of Science ®Google Scholar
• Lemke, M. (2017). Trafficking and immigration policy: Intersections, inconsistencies, and implications for public education. Educational Policy, 31(6), 743–763. https://doi.org/10.1177/0895904817719528
   Web of Science ®Google Scholar
• Lemke, M. (2019a). Educators as the “front line” of human trafficking prevention: An analysis of state-level educational policy. Leadership and Policy in Schools, 18(3), 284–304. https://doi.org/10.1080/15700763.2017.1398337
   Google Scholar
• Lemke, M. (2019b). The politics of ‘giving student victims a voice’: A feminist analysis of state trafficking policy implementation. American Journal of Sexuality Education, 14(1), 74–108. https://doi.org/10.1080/15546128.2018.1524805
   Google Scholar
• Lemke, M. & Nickerson, A. (2020). Educating refugee and hurricane displaced youth in troubled times: Countering the politics of fear through culturally responsive and trauma-informed schooling. Children’s Geographies, 18(5), 529–543. https://doi.org/10.1080/14733285.2020.1740650
   Web of Science ®Google Scholar
• Lepore, S. J., & Kliewer, W. (2013). Violence exposure, sleep disturbance, and poor academic performance in middle school. Journal of Abnormal Child Psychology, 41(8), 1179–1189. https://doi.org/10.1007/s10802-013-9709-0
   PubMed Web of Science ®Google Scholar
• Marshall, C., & Oliva, M. (Eds). (2010). Leadership for social justice: Making revolutions in education. Allyn & Bacon.
   Google Scholar
• Merchant, B., Johansson, O., & Ärlestig, H. (2020). Welcome and välkommen school administrators in the U.S. and Sweden responds to unexpected numbers of refugees in their rural communities. International Journal of Leadership in Education, 23(1), 41–56. https://doi.org/10.1080/13603124.2019.1629630
   Web of Science ®Google Scholar
• Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
   Google Scholar
• Mertens, D. (2020). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods (5th ed.). Sage.
   Google Scholar
• Miles, M., Huberman, M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
   Google Scholar
• Miller, J., Mitchell, J., & Brown, J. (2005). African refugees with interrupted schooling in the high school mainstream: Dilemmas for teachers. Prospect, 20(2), 19–33.
   Google Scholar
• National Child Traumatic Stress Network [NCTSN] Refugee Trauma Task Force. (2005). Mental health interventions for refugee children in resettlement: White paper II. NCTSN.
   Google Scholar
• National Child Traumatic Stress Network [NCTSN], Schools Committee. (2017). Creating, supporting, and sustaining trauma-informed schools: A system framework. NCTSN.
   Google Scholar
• Ngo, B. (2008). The affective consequences of cultural capital: Feelings of powerlessness, gratitude, and faith among Hmong refugee parents. Journal of Southeast Asian American Education and Advancement, 3(1), 1–16. https://doi.org/10.7771/2153-8999.1100
   PubMedGoogle Scholar
• Overstreet, S., & Chafouleas, S. M. (2016). Trauma-informed schools: Introduction to the special issue. School Mental Health, 8(1), 1–6. https://doi.org/10.1007/s12310-016-9184-1
   Web of Science ®Google Scholar
• Paat, Y. F. (2013). Working with immigrant children and their families: An application of Bronfenbrenner’s ecological systems theory. Journal of Human Behaviour in the Social Environment, 23(8), 954–966. https://doi.org/10.1080/10911359.2013.800007
   Google Scholar
• Paccione-Dyzlewski, M. R. (2016). Trauma-informed schools: A must. The Brown University Child and Adolescent Behavior Letter, 32(7), 8. https://doi.org/10.1002/cbl.30139
   Google Scholar
• Patti, J., Holzer, A. A., Stern, R., & Brackett, M. A. (2012). Personal, professional coaching: Transforming professional development for teacher and administrative leaders. Journal of Leadership Education, 11(1), 263–274. https://doi.org/10.12806/V11/I1/AB4
   Google Scholar
• Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). SAGE.
   Google Scholar
• Pedwell, C. (2014). Affective relations: The transnational politics of empathy. Palgrave Macmillan.
   Google Scholar
• Pignatelli, F. (2015). Ethical leadership development as care of the self: A Foucauldian perspective. Schools: Studies in Education, 12(2), 198–213. https://doi.org/10.1086/683214
   Web of Science ®Google Scholar
• Quinn, R., Hopkins, M., & Bedolla, L. (2017). The politics of immigration and education. Educational Policy, 31(6), 707–715. https://doi.org/10.1177/0895904817725729
   Web of Science ®Google Scholar
• Refugee Processing Center. (2020). Admissions and arrivals: Refugee arrivals by state and nationality. U.S. Department of State, Bureau of Population, Refugees, and Migration.
   Google Scholar
• Saldaña, J. (2009). The coding manual for qualitative researchers. SAGE Publications.
   Google Scholar
• Shubin, S. & Lemke, M. (Eds.). (2020). Special Issue – Children displaced across borders: Charting new directions for research from interdisciplinary perspectives. Children’s Geographies, 18(5), 505–515. https://doi.org/10.1080/14733285.2020.1781061
   Google Scholar
• Skovholt, T. M., Grier, T. L., & Hanson, M. R. (2001). Career counseling for longevity: Self-care and burnout prevention strategies for counselor resilience. Journal of Career Development, 27(3), 167–176. https://doi.org/10.1177/089484530102700303
   Web of Science ®Google Scholar
• Substance Abuse and Mental Health Services Administration [SAMHSA] (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. HHS Publication No. (SMA) 14–4884. SAMHSA.
   Google Scholar
• Taylor, N. Z., & Millear, P. M. R. (2016). The contribution of mindfulness to predicting burnout in the workplace. Personality and Individual Differences, 89, 123–128. https://doi.org/10.1016/j.paid.2015.10.005
   Web of Science ®Google Scholar
• Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422–452. https://doi.org/10.3102/0091732X18821123
   Web of Science ®Google Scholar
• Tikkanen, L., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies. Social Psychology of Education, 20(2), 259–274. https://doi.org/10.1007/s11218-017-9379-9
   Web of Science ®Google Scholar
• Tucker, S. (2010). An investigation of the stresses, pressures and challenges faced by primary school head teachers in a context of organizational change in schools. Journal of Social Work Practice: Psychotherapeutic Approaches in Health, Welfare and the Community, 24(1), 63–74. https://doi.org/10.1177/0269216311431311
   Web of Science ®Google Scholar
• Waters, J. L. (2011). Time and transnationalism: A longitudinal study of immigration, endurance and settlement in Canada. Journal of Ethnic and Migration Studies, 37(7), 1119–1135. https://doi.org/10.1080/1369183X.2011.572488
   Web of Science ®Google Scholar