The purpose of this paper is to examine how the contemporary “refugee crisis” is being presented to children through picture books and teaching materials. It uses the concept of refugeedom as an approach that takes into account the multiple facets involved in the forced movement of people in the past and present and seeks to show the value of historical understandings in educational contexts when framing resources for teachers and students.,The paper examines a sample of high-profile English language picture books about children’s stories of forced displacement and the most prominent freely available teaching materials connected to the books. A critical discursive analysis of the books and educative guides considers the ways in which ideas and information about forced displacement is framed for child readers and children in primary school classrooms. The context for the authors’ interest in exploring these books and educational resources is that in response to the numbers of children who are part of the current “refugee crisis” alongside a public call for the “crisis” to be explained to children.,The paper argues that picture books open up spaces for children to explore refugeedom through experiences of forced movement and various factors involved in the contemporary “refugee crisis”. In contrast, in the teaching resources and some peritextual materials, the child in the classroom is addressed as entirely disconnected from children who are forcibly displaced, students in classrooms are positioned to learn from the refugee “other”. When links are made between students in classroom and children who have been forcibly displaced it is through activities that position students in classrooms to imagine themselves as forcibly displaced, or to suggest they act within a humanitarian framework of welcoming or helping refugees. The authors believe that if teaching resources were more directly informed by discipline specific tools of historical concepts, more nuanced approaches to past and present histories of forced movement could be considered and from that more fruitful learning opportunities created for all students.,This research provides ideas about how materials to support the use of picture books in educational settings could be developed to promote historical thinking and contextualisation around key social and political issues in the world today. It also makes the case for historians to be involved in the creation of teaching materials in a collaborative way so that academic insights can be brought to teachers and students at all levels of education.,The value of this research is to understand how children are positioned in reading and learning about forced displacement and query the impact of decontextualised approaches to learning. It argues for the critical interpretative value that historical understanding can bring to present day issues which are history in the making.

中文翻译：

---

创建“他们”和“我们”

本文的目的是研究如何通过图画书和教材向孩子们呈现当代的“难民危机”。它使用难民的概念作为一种方法，该方法考虑了过去和现在的人们强迫行动所涉及的多个方面，并试图在为教师和学生配置资源时显示历史理解在教育环境中的价值。本文研究了有关儿童强迫迁移故事的备受关注的英语图画书样本，以及与这些书籍相关的最著名的免费教材。对书籍和教育指南的批评性话语分析考虑了如何为儿童阅读者和小学教室里的孩子们构筑有关强迫流离失所的思想和信息的方式。作者对探索这些书籍和教育资源感兴趣的背景是，回应当前“难民危机”中一部分儿童的人数，同时公开呼吁向儿童解释“危机”。该论文认为，图画书为儿童提供了通过强迫行动的经验以及当代“难民危机”所涉及的各种因素探索难民的空间。相比之下，在教学资源和一些文本材料中，教室里的孩子被认为与被迫流离失所的孩子完全脱节，教室中的学生可以向难民“其他”学习。当教室中的学生与被迫流离失所的孩子之间建立联系时，正是通过活动将学生置于教室中，让他们想象自己被迫流离失所，或者暗示他们在欢迎或帮助难民的人道主义框架内行动。作者认为，如果通过学科特定的历史概念工具更直接地提供教学资源，则可以考虑采用更细致入微的方法来研究过去和现在的强迫运动历史，从而为所有学生创造更丰硕的学习机会。这项研究提供了有关如何开发支持在教育环境中使用图画书的材料的想法，以促进围绕当今世界主要社会和政治问题的历史思维和情境化。它还使历史学家有理由以协作的方式参与教材的创建，以便可以将学术见解带给各级教育的师生。这项研究的价值是了解儿童如何定位阅读和学习有关强迫位移的知识，并询问去上下文化学习方法的影响。它主张历史理解可以带来当今正在形成的历史问题的批判性解释价值。它还使历史学家有理由以协作的方式参与教材的创建，以便可以将学术见解带给各级教育的师生。这项研究的价值是了解儿童如何定位阅读和学习有关强迫位移的知识，并询问去上下文化学习方法的影响。它主张历史理解可以带来当今正在形成的历史问题的批判性解释价值。它还使历史学家有理由以协作的方式参与教材的创建，以便可以将学术见解带给各级教育的师生。这项研究的价值是了解儿童如何定位阅读和学习有关强迫位移的知识，并询问去上下文化学习方法的影响。它主张历史理解可以带来当今正在形成的历史问题的批判性解释价值。这项研究的价值在于了解儿童在阅读和学习强迫性流离失所方面的定位，并质疑脱上下文学习方法的影响。它主张历史理解可以带来当今正在形成的历史问题的批判性解释价值。这项研究的价值在于了解儿童在阅读和学习强迫性流离失所方面的定位，并质疑脱上下文学习方法的影响。它主张历史理解可以带来当今正在形成的历史问题的批判性解释价值。