ABSTRACT The refugee has become part of the scholarly discourse of schooling, largely centring considerations of psychological trauma that refugee children may have experienced. However, the role that schools play in creating, replicating, or transforming a national discourse of refugees—and by extension, (inter)national identity and citizenship—at the curricular level remains less explored. This exploratory study maps language-in-use from secondary school lesson plans about refugees, collected from United States teaching contexts. Utilizing qualitative and critical discourse analysis (CDA) methods to analyse discursive strategies employed in these lessons, tensions between the espoused objectives and pedagogical procedures of the curricula emerge. Findings reveal a narrative that enacts a national identity and supremacy within a global discourse, maintaining boundaries between citizens and refugees—between ‘us’ and the Other.

中文翻译：

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与他人接壤，建立民族国家：将难民定位为学校知识的主体

摘要 难民已成为学校教育学术话语的一部分，主要集中考虑难民儿童可能经历的心理创伤。然而，学校在创建、复制或改变难民的国家话语——以及（国际）国家身份和公民身份——在课程层面上所发挥的作用仍然很少被探索。这项探索性研究绘制了中学关于难民的课程计划中使用的语言，这些课程是从美国教学环境中收集的。利用定性和批判性话语分析 (CDA) 方法来分析这些课程中采用的话语策略，所支持的目标和课程教学程序之间的紧张关系出现了。调查结果揭示了在全球话语中制定国家身份和至高无上的叙事，