Talk:Refugee children

This article is or was the subject of a Wiki Education Foundation-supported course assignment. Further details are available on the course page. Student editor(s): Aleong809 (article contribs).

New Direction?

I think it may be a little misleading to have an article called "Mental health of refugee children" with subcategories like education and child labor. Of course these topics have links to the mental health of refugee children, but I see them being more applicable in an article devoted to the general topic of refugee children. As we attempt to improve this article, I suggest renaming the article "Refugee children," in which mental health will be discussed, among other topics, such as education, healthcare access, repatriation/settlement, gender, specific populations of refugee children, security/agency, psychosocial well-being, culture, and legal status. If you have any thoughts, please do not hesitate to let me know! Aleong809 (talk) 02:45, 20 September 2017 (UTC)

Sounds like a reasonable idea to me. But there are also two pages where it could possibly fit in: Refugee women and children and Refugee health. Apart from that I think the article mainly talks about resettled refugees and more specifically mainly about those resettled in North America. Those refugees that are resettled are only around 1% of the refugee population. So the article misses children in refugee camps, children of asylum seekers, i.e. those who do get refugee status, refugee children in countries other than in North America. Because it talks mainly about resettled refugees it could also possibly fit in that page. No solution, just more things to think about. Michtrich (talk) 20:46, 20 September 2017 (UTC)

Suggestions

References is a section, it's not just in bold. I don't think you need the bibliography section, just make sure the final doesn't have it. I think your using it to fill in your references section? I suggest combining your references, using the method I showed you before, through email. Also there are some that are not numbered using wiki format. You also can probably take out the introduction in access to healthcare, and access to education. I guess its still ongoing so feel free to work on it incrementally.

Edit: This might also be useful Help:Footnotes. It says that Ibid is discouraged and has a better example of multiple-citation references. Ongjf (talk) 07:39, 5 April 2012 (UTC)

Article title does not meet Wikipedia policy

I just stumbled on this page yesterday. This article's title does not meet Wikipedia policy.

May I suggest that this page be moved to "Mental health of refugee children" to abide by Wikipedia's policies? This isn't a book. Hill Crest's WikiLaser (Boom). (talk) 12:19, 23 April 2012 (UTC), an uninvolved normal contributor on Wikipedia

I moved it anyway because I was bold. Hill Crest's WikiLaser (Boom). (talk) 22:52, 23 April 2012 (UTC)

Issues

This article has tone issues. It is written like a class paper and not like and encyclopedia article. Please remember that NPOV is one of the core values of wikipedia. Your job is not to argue a point. It is just supposed to show the raw facts with no original interpretation. cheers --Guerillero | My Talk 19:55, 6 May 2012 (UTC)

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Article Suggestions

Currently, the article Mental health of refugee children only presents a Eurocentric view of the experiences of refugee children. In the Access to Education section the experiences of Vietnamese refugees are described in detail, however, this description is limited and very narrow in scope and depth. I do not think the educational experiences of refugees are accurately represented from a global perspective in Wikipedia. Would it be beneficial to expand upon this specific section and to include the experiences of other refugee populations in the United States? There are a lot of existing scholarly sources and articles available on this topic outside of Wikipedia. Here are some of the sources I am considering using to expand this article:

Anders, Allison. "Lessons from a Post Critical Ethnography, Brundian Children with Refugee Status, and Their Teachers." Theory into Practice 51(2): 99-106. http://cowles-proxy.drake.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000306466700005&scope=site

Correa-Velez, Ignacio. "Longing to belong: Social inclusion and wellbeing among youth with refugee backgrounds in the first three years in Melbourne, Australia." 71(8): 1399–1408. http://www.sciencedirect.com/science/article/pii/S0277953610005642

Hoot, James L. "Working with very young refugee children in our schools: Implications for the world's teachers." Social and Behavioral Sciences 15: 1751-1755. http://cowles-proxy.drake.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1877042811005428&scope=site

Isik-Ercan, Z. "In Pursuit of a New Perspective in the Education of Children of the Refugees: Advocacy for the Family." Kuram Ve Uygulamada Egitim Bilimleri 12(4), 3025-3038. http://cowles-proxy.drake.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000310955800005&scope=site

McCarthy, Florence E. and Margaret H. Vickers. 2012. "Refugee and Immigrant Students: Achieving Equity in Education." Library of Congress Cataloging-in-Publication Data. http://cowles-proxy.drake.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=470185&scope=site

Yeakey, Carol Camp. 2012. "Living on the Boundaries: Urban Marginality in National and International Contexts." United Kingdom: Emerald Group Publishing Limited. http://cowles-proxy.drake.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=461613&scope=site

MKassmeier (talk) 17:19, 22 February 2013 (UTC)

Proposed Article Edits

I plan to improve the "Issues Faced"and "Developments" sections found underneath the "Access to Education" portion of this article. Both sections provide research and examples only from schools in Canada, which does not present a global perspective on the education of refugee children. Therefore, I will include research gathered from the United States, Europe, and Australian school systems in order to create a well-rounded representation of Western refugee education. I will also provide information from the United Nations Refugee Agency about refugee education in developing countries across the world. Many of the issues faced and important strategies found in refugee education in developing countries may also be applied within the context of Western education systems in order to improve the educational experiences of refugee children. Also, a large emphasis is currently placed upon childhood trauma and its implications for refugee education throughout the article. Trauma is a valid issue, however, it is not the only issue facing children refugees so I would like to elaborate upon other factors existing within refugee education.

The "Issues Faced" section currently addresses the structure of the educational system, refugee residence, language barriers and ethnicity, and other obstacles. Each topic contains valuable information, but desperately needs expansion, elaboration, and reorganization in order to present a global perspective. I believe the first paragraph found within the "Structure of the Educational System" should be moved into the "Developments" section. Within the "Structure of the Educational System" subsection I would like to discuss the lack of current support systems in place to assist schools, refugee families, and students in the process of successfully adapting refugees into Western schools. The issue of social exclusion and inclusion within Western school systems and its effects on educational policy should be addressed within this subsection. Also, the cultural values and traditions of refugee families often clash with the current ideals shaping Western educational institutions. For example, the formal processes and hierarchies in place often force a disconnect between schools and refugee families. I will include the issue of educational attainment and quality of refugee schools in developing countries.

Right now the "Developments" section briefly discusses the role of teachers and ways to support the academic adjustment of refugee children. I would like to emphasize the need for Western educators to learn about the differences among refugees in order to create better educational policies and experiences for refugee children. For example, children refugees from Iraq are not the same as refugees from Tanzania, but the Western education system often treats these children refugees in an identical manner. In Western and developing countries there is also a desperate need for systematic professional development and extensive conversations about refugee children in relationship to educational structure and programs. Also, a greater advocacy for family involvement and bilingualism would benefit refugee children enrolled in Western educational systems. Multiple factors (such as parent and community support, adequate resources and curricula, and prepared teachers) that influence Western schools also influence and shape refugee schools in developing countries. Therefore, I add information discussing these factors in relation to developing countries in this section.

My edits can be found at User:MKassmeier/sandbox.

MKassmeier (talk) 00:07, 13 April 2013 (UTC)

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