Variability between teachers’ perceptions of teaching Civics to immigrant and refugee students.

This qualitative collective case study draws on interview and focus group data from two Civics teachers in an area with a rapidly rising immigrant student population. Although the extant literature conflates the needs of refugee and immigrant students (McBrien, 2005), data analysis from this study reveals considerable differences in teacher perceptions of teaching Civics to Southeast Asian refugee students when compared to other immigrant students. This paper is written in the hope of disentangling this conflation in order to make recommendations regarding the respective groups of students for Civics teachers and social studies teacher educators.

Variability between teachers’ perceptions of teaching Civics to immigrant and refugee students. Presentation