In the midst of an international debate about immigration, this qualitative ethnographic study focuses on the stories and teaching practices of immigrant and refugee educators working with immigrant and refugee youth at a community-based after-school programme in the Midwestern region of the USA. Using existing literature to describe the educational experiences of immigrant and refugee youth and teacher narratives to explore the pedagogies of immigrant and refugee educators, the author addresses the following questions: How do political narratives impact the educational experiences of immigrant and refugee students in the USA? How can the narratives of immigrant and refugee teachers serve as both counternarratives and sources of promising pedagogical practices for immigrant and refugee youth? With a data corpus developed through participant observation, reflexive journaling, interviews and focus group discussions, the author uses narrative analysis with teacher vignettes and asserts that educational researchers and practitioners should look to immigrant and refugee educators to enrich the research about appropriate pedagogies for immigrant and refugee youth.

中文翻译：

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“我们在“外国”的想法上走到了一起”：教师对移民和难民青年教学的叙述

在关于移民的国际辩论中，这项定性的民族志研究侧重于移民和难民教育者在美国中西部地区以社区为基础的课后计划中与移民和难民青年一起工作的故事和教学实践。作者利用现有文献来描述移民和难民青年的教育经历以及教师叙事来探索移民和难民教育者的教学法，提出以下问题：政治叙事如何影响美国移民和难民学生的教育经历？移民和难民教师的叙述如何既可以作为对移民和难民青年有希望的教学实践的反叙述又可以作为来源？通过参与观察、反思性日记、访谈和焦点小组讨论开发的数据语料库，作者使用带有教师小插曲的叙事分析，并断言教育研究人员和从业人员应该关注移民和难民教育工作者，以丰富有关适合移民和难民的教学法的研究。难民青年。