Supporting Refugee-background Students’ Engagement with Difficult Knowledge Through Picturebooks

This chapter explores how educators can use refugee-themed literature to respond to difficult classroom conversations arising from students with refugee backgrounds. It draws on autobiographical reflections on one teacher’s experience introducing refugee-themed picturebooks in a Grade 6 English as a Second Language classroom in Canada to address students’ difficult questions related to conflict, war, violence, and racism. The findings demonstrate that relationship building between teachers and students was critical in supporting students’ engagement with their Funds of (difficult) Knowledge, defined as the emotionally difficult chapters of one’s cultural heritage, migration, and post-migration story. Informed by Critical Refugee Studies, the findings show that when picturebooks depicting refugee experiences are thoughtfully selected and responsively taught, they can validate students’ lived experiences and support inclusion and belonging.