ABSTRACT
This chapter examines dominant pedagogies that have persisted in western schooling despite the plethora of research findings which have informed educators over the past century. In addition to transmission pedagogies, it also discusses transactional pedagogies including constructivist theories and introduces the notion of transformative pedagogies as a way forward for students with refugee and asylum-seeker experiences who are unable to fully participate in traditional classroom experiences for a number of reasons. The participants shared their innovative strategies, divergent thinking and pedagogical principles designed to provide appropriate learning opportunities for students with refugee and asylum-seeker experiences. These include a focus on expressive pedagogies which utilise pathways in the arts as a way of developing language, promoting healing and facilitating cathartic expression.
