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Reading Refugee/(Im)Migrant Education Diffractively: Transdisciplinary Exploration of Matters That Matter and Matter That Matters in Refugee/(Im)Migrant Education

Author

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  • Julie Kasper

    (College of Education, University of Arizona, Tucson, AZ 85721, USA)

Abstract

This paper is a conceptual exploration and diffractive reading of refugee/(im)migrant education through multiple lenses, including data-driven decision making, critical refugee studies, new materialism and critical feminist and posthumanist studies, and trans theorizations such as Black trans feminism. After a brief introduction to “the field” of refugee/(im)migrant education, the paper turns to diffractive readings of refugee/(im)migrant education as means of exploring what is the matter, as in the material and discursive substance, in refugee/(im)migrant education, and why and how (including when, where, and by whom) does that matter come to matter? The paper concludes with discoveries, or findings, from this diffractive, transdisciplinary exploration and considerations for educators, policymakers, researchers, activists, and other actors (co)constituting and “becoming with” refugee/(im)migrant education.

Suggested Citation

  • Julie Kasper, 2024. "Reading Refugee/(Im)Migrant Education Diffractively: Transdisciplinary Exploration of Matters That Matter and Matter That Matters in Refugee/(Im)Migrant Education," Social Sciences, MDPI, vol. 13(6), pages 1-21, May.
    • Handle: RePEc:gam:jscscx:v:13:y:2024:i:6:p:284-:d:1403068
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