‘I don’t want them to feel like we’re part of the establishment’: teachers’ learning to work with refugee families as entangled becomings

Alexandra Kendall; Mary Rose Puttick; Louise Wheatcroft

doi:10.1080/19415257.2021.1887920

‘I don’t want them to feel like we’re part of the establishment’: teachers’ learning to work with refugee families as entangled becomings

Alexandra Kendall^*, Mary Rose Puttick, Louise Wheatcroft

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

4 Citations (SciVal)

Original language	English
Pages (from-to)	510-523
Number of pages	14
Journal	Professional Development in Education
Volume	47
Issue number	2-3
DOIs	https://doi.org/10.1080/19415257.2021.1887920
Publication status	Published (VoR) - 2021

Funding

This work was supported by Erasmus Plus under Grant 2017-1-DE03-KA201-035602 The empirical materials we intra-act with in this paper were generated through Open School Doors (OSD), a two-year project funded by a European Union Erasmus+ grant. OSD brought together researchers, teachers, parents’ networks and other professionals working with NAF in the UK, Austria, Greece and Germany, to explore experiences, challenges and existing approaches to work with NAF towards development of more effective, collaborative and socially just ways of practicing education for social inclusion.

Keywords

Newly arrived families
Teacher becomings
assemblages
rhizo-pedagogy
rhizomatics

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10.1080/19415257.2021.1887920

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AU - Puttick, Mary Rose

AU - Wheatcroft, Louise

N1 - Funding Information: This work was supported by Erasmus Plus under Grant 2017-1-DE03-KA201-035602 Funding Information: The empirical materials we intra-act with in this paper were generated through Open School Doors (OSD), a two-year project funded by a European Union Erasmus+ grant. OSD brought together researchers, teachers, parents’ networks and other professionals working with NAF in the UK, Austria, Greece and Germany, to explore experiences, challenges and existing approaches to work with NAF towards development of more effective, collaborative and socially just ways of practicing education for social inclusion. Publisher Copyright: © 2021 Informa UK Limited, trading as Taylor & Francis Group.

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KW - Newly arrived families

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KW - assemblages

KW - rhizo-pedagogy

KW - rhizomatics

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‘I don’t want them to feel like we’re part of the establishment’: teachers’ learning to work with refugee families as entangled becomings

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