The relocation experiences of refugees can be daunting; refugee children must contend with a unique set of challenges. Drawing on Berry's (1976, 2005, 2009) concept of acculturation that emphasizes integration and multiculturalism rather than assimilation, this ethnography examines the educational practices at Shaw Academy, a charter school for immigrant, refugee, and native-born children. We focus on the school's involvement in positive ethnic identity development for refugee students, strategies to combat injustices, and selfefficacy promotion. Findings suggest that multicultural teaching, curricula, and programmes, spearheaded by ethnically diverse personnel, promote academic adjustment for refugee students by fostering appreciation for cultural diversity, positive ethnic identity development, and agency. Moreover, students learn to manage conflict and cultivate the intellectual and emotional tools needed to become change agents in society. Our findings provide important implications and best practices for schools interested in proactively meeting the educational needs of refugee students. © The Author 2014.

Cultural diversity Refugee education Ethnic identity Acculturation

education Acculturation multiculturalism refugee ethnicity identity construction student teaching cultural identity