Stories are one way that experiences, ideas and culture are shared with children in educational settings. Commercially published books are the standard means in schools for sharing stories. Qualitative content analysis was carried out on 30 personal narrative-based children's picture books. While the range of stories told in books is vast, our research focuses on refugee stories for children in light of the contemporary political and public focus on refugees and the forced movement of people around the world. Scholars have identified that books about refugees for children can be useful to explore the topic of refugees, but also caution that they can perpetuate simplistic and stereotypical understandings about forced movement in the world. In our research we examine personal narratives and propose that educators should use stories and books written and illustrated by children as a means to bring refugee children's voices into formal educational spaces. We argue that this is a respectful approach that counters a deficit model of refugee children; it highlights refugee children's authentic voices and stories told on their own terms. Additionally, it offers a counter-narrative to dominant refugee stories in the public sphere and presents understandings of forced migration and its legacies from children's perspectives. We suggest that to effectively examine refugee experiences through literature, educators should use a number of texts to begin conversations in classrooms, and stories by children who have experienced forced migration should be featured.

中文翻译：

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一切都是关于故事的：儿童文学中关于难民的个人叙述

故事是在教育环境中与儿童分享经验、想法和文化的一种方式。商业出版的书籍是学校分享故事的标准方式。对30本个人叙事儿童绘本进行了定性内容分析。虽然书中讲述的故事范围很广，但鉴于当代政治和公众对难民和世界各地人们被迫流动的关注，我们的研究重点是儿童难民故事。学者们发现，关于儿童难民的书籍有助于探索难民的话题，但也警告说，它们可以使对世界上被迫迁移的简单化和陈规定型的理解永久化。在我们的研究中，我们研究了个人叙述，并建议教育工作者应该使用儿童编写和插图的故事和书籍，作为将难民儿童的声音带入正规教育空间的一种手段。我们认为这是一种尊重难民儿童的缺陷模式的方法；它突出了难民儿童以他们自己的方式讲述的真实声音和故事。此外，它还对公共领域中占主导地位的难民故事进行了反叙述，并从儿童的角度展示了对强迫移民及其遗留问题的理解。我们建议，为了通过文学作品有效地考察难民经历，教育工作者应该使用一些文本在课堂上开始对话，并且应该以经历过被迫迁移的儿童的故事为特色。