A curriculum of tea : restorative teaching practices for students from refugee contexts

Students from refugee contexts coming to Canada often do not have the necessary foundations to be placed into mainstream classes successfully. Restorative Teaching Practices for Students from Refugee Contexts challenge common practices of teaching and instead offer a more democratic way that engages all stake-holders in classroom decision making. Restorative teaching practices that include teatime, morning pages, and home visits present an alternate curriculum that meets teaching needs more effectively. Through an autoethnographic study, I take on the role of investigating my own practice to ask: how do restorative teaching practices (morning pages, teatime, and home visits) affect my teaching? My conclusions demonstrate that Restorative Teaching Practices for Students from Refugee Contexts have helped me and perhaps others to build positive relationships, and recognise and begin to address the diverse and profound needs of the teaching self and learners in the high school classroom.

Authors

• Fuller, David
• University of Lethbridge. Faculty of Education

• alternate curriculum
• democratic education
• refugee students
• restorative education
• student-teacher relationships

Identifier

hdl:10133/4514

OAI identifier oai:identifier

oai:opus.uleth.ca:10133/4514