Refugee youth actively navigate through their lives within and beyond interlocking structures of oppression and violence. They are subjected to narratives about them but not by them, that describe refugees as threats or victims of trauma. Educators must create intentional spaces, while considering youths’ gender, where refugee youth can construct their own narratives and be their own healing agents. Drawing upon critical pedagogy, critical refugee studies, intersectionality, and Phenomenological Variant of Ecological Systems Theory (PVEST) scholarship, this qualitative study explores how a trauma-informed narrative-based activity enabled educational youth mentors to engage with students who are refugees in ways that facilitate humanization and healing. Data were used from interviews with tutors (n = 3) who completed the activity with youth ages 13 to 15. Findings suggest that educators felt that refugee youth reflected about their experiences, aspirations, and their emotions, confirming the need for this type of activity in educational spaces.

难民青年在压迫和暴力的相互联系的结构之内和之外积极地度过自己的生活。他们受到关于他们的叙述，但不受他们的叙述，这些叙述将难民描述为威胁或创伤受害者。教育工作者必须在考虑年轻人的性别的同时创造有目的的空间，使难民青年可以构建自己的叙事并成为自己的治疗剂。该定性研究利用批判的教学法，批判的难民研究，交叉性和生态系统理论的现象学变体（PVEST）奖学金，探索了基于创伤信息的叙事活动如何使青年教育导师能够通过以下方式与难民学生互动：促进人性化和康复。数据来自对导师的访谈（n = 3）在13至15岁的年轻人之间完成了这项活动。调查结果表明，教育工作者认为难民青年反映了他们的经历，志向和情感，从而证实了在教育空间中开展此类活动的必要性。