Abstract
Incorporating Somali community organizations and Somali-focused projects into Wisconsin’s public school districts is imperative in promoting educational equity with a trauma-sensitive lens for the East African Refugee population currently residing in Green Bay, Wisconsin. The local school district, through collaboration with COMSA (Community Services Agency), a refugee-focused non-profit organization, and utilization of “The First Winter,” a memoir published by twelve young Somali refugee women in Green Bay, creates space for Somali students to find their voice, assists with social emotional learning, promotes positive academic growth, and diversifies curriculum, attempting to close district achievement gaps.
Details
Presentation Type
Theme
Education and Learning Worlds of Differences
KEYWORDS
Learner, Diversity, Inclusive, Education, Language, Learning
