Jordanian teachers of refugee students
Street-level bureaucrats and decision-making through practices of care
Bibliographic Data
| ID | 11920180 |
|---|---|
| Authors | Linda Morrice (0000-0002-1954-9760, University of Sussex), Hiba Salem (0000-0001-8270-229X, University of Oxford, corresponding author) |
| Year | 2025 |
| Pages | 1-18 |
| Publication date | 2025-09-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2025.2544515 |
| OpenAlex | W4414179692 |
| Language | EN |
| Citations received | 1 |
| References cited | 27 |
As recent policies have promoted the integration of refugee children into national education systems, students are increasingly taught by national teachers who may not share their identities or backgrounds. Serving as a primary point of contact between refugee students and the host society, teachers play a crucial role in fostering well-being and a sense of belonging. Yet little is known about how educators in national schools within countries of first asylum understand and navigate this role. This paper addresses that gap by examining the perspectives and pedagogical practices of Jordanian national teachers working with Syrian refugee children. Drawing on the concept of street-level bureaucrats and literature on practices of care, the study offers both theoretical and empirical insights into how national teachers fulfill their responsibilities in challenging environments
Context (archaeology · Government (linguistics · Immigration · Refugee · Education and experiences of immigrants and refugees · Migration, Health and Trauma · Migration, Refugees, and Integration
The caring relation in teaching
Against Implications
Emotions, affect and social policy
Borders and belonging
Teachers as agents of change
Education, Ontological Security, and Preserving Hope in Liminality
Realities of School ‘Integration’
Empowering teachers during refugee crises
We’re not a bank providing support”
Freirean critical consciousness in a refugee context
We Aren’t Only Here to Teach”
Using thematic analysis in psychology
Dealing with disgust
Social Equities and Inequities in Practice
The duty to be generous (karam)
The persistence of predictors of wellbeing among refugee youth eight years after resettlement in Melbourne, Australia
Quality and social justice in refugee education
Protection in Refugee Education
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |