BOOKLIST ABOUT REFUGEE EXPERIENCES
PRIMARY: Four Feet, Two Sandals by Karen Lynn Williams and Khadra Mohammed. Illustrated by Doug Chayka. Eerdmans Books for Young Readers, 2007.
Muktar and the Camels by Janet Graber. Illustrated by Scott Mack. Henry Holt and Co., 2009.
The Lotus Seed by Sherry Garland. Illus- trated by Tatsuro Kiuchi. Voyager Books, 1997.
The Colour of Home by Mary Hoffman. Illustrated by Karin Littlewood. Phyllis Fogelman Books, 2003.
JUNIOR
When I Get Older – The Story of Wavin’ Flag by K’naan. Illustrated by Rudy Gutierrez, Tundra Books, 2012.
Brothers in Hope by Mary Williams. Illustrated by R. Gregory Christie. Lee and Low Books, 2013.
Mohammed’s Journey: A Refugee Diary by Anthony Robinson and Annemarie Young. Illustrated by June Allan. Frances Lincoln Children’s Books, 2009.
Gervelie’s Journey: A Refugee Diary by Anthony Robinson and Annemarie Young. Illustrated by June Allan. Frances Lincoln Children’s Books, 2008.
INTERMEDIATE
Refugee Boy by Benjamin Zephaniah. Bloomsbury, 2001.
Mud City by Deborah Ellis. Groundwood Books, 2004.
Children of War: Voices of Iraqi Refugees by Deborah Ellis. Groundwood Books, 2009.
One Day We Had To Run by Sybella Wil- kes. Milbrook Press, 1995.
WEB RESOURCES UNHCR Canada
unhcr.ca/how-you-can-help/teachers/
Amnesty International
amnesty.org/en/latest/
education/2015/10/8-educational- resources-to-better-understand-the- refugee-crisis/
Poetry by Refugees
unhcr.ca/wp-content/uploads/2014/ 10/poetry_book.pdf
cision to leave their homes (war, terrorism). My current Grade 4 students rarely differen- tiate between refugees and immigrants, all citing a need for people in their communities to seek better lives. While students make con- nections to the articles and stories we’ve read about refugees, refugee experiences seem to be limited to “over there” in the camps and on crowded boats; once the students come to Canada, they are all “New Canadians” at our school, regardless of status. When refugees are fleeing their homes,
after food and shelter are taken care of, one of the next things the United Nations High Commission for Refugees (UNHCR) does is set up schools. Education is universally acknowledged as one of the most pressing needs for children experiencing transition. Education is grounding and normalizes the refugee experience, providing much-needed routine to an otherwise uncertain existence. Similarly, during the refugee settlement
process, one of the arrangements that must be made immediately is to settle school-aged children into schools.
38 ETFO VOICE | SUMMER 2016 As frontline workers, teachers are often
the first people – outside of immediate fam- ily – to be in daily contact with some of the most vulnerable members of newcomer communities. Along with social workers, settlement workers and counselors, teach- ers play a key role in helping students adjust to life in a new country. Our role in help- ing build up these often resilient children is critical; schools provide a safe place of learning and routines that will lead to build- ing a solid sense of identity and belonging in children.
TRAUMA AND ELEMENTARY SCHOOL-AGED CHILDREN
Dr. Lloy Cook is a school psychologist who works with the Toronto District School Board. I spoke with her recently. In our conversation, Cook noted that any degree of trauma is trauma, and how students deal or don’t deal with it really depends on the individual. She indicated that the Canadian Medical Association, in a report on post-traumatic stress disorder (PTSD),
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