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This study sought to determine the role pedagogical love can play in the emotional experience of (Arabic-speaking) refugee families in Calgary, Canada, as they engaged with the public education system at the Grade 4–12 level. Through a cooperative inquiry approach, based on a shared agenda and interests, the researchers used cycles of action and reflection to elicit and analyse the experiences of parents, teachers, and in-school support workers. Contextualized within a LEAD (Literacy, English, and Academic Development) program, the study triangulated data from focus groups comprising Syrian and Iraqi Arabic-speaking families, educators, and settlement workers. Specifically, participants in the LEAD program were invited to articulate how pedagogical love could serve as an overarching orientation in making educational transition as successful as possible for refugee families. Using Braun and Clarke’s thematic analysis, the researchers analyzed data in the form of reflections from parents, educators, and in-school support workers. Based on these data, we extrapolated four interconnected themes that demonstrated the positive correlation between incorporating pedagogical love into the classroom and refugee families’ educational experience: (1) promoting pedagogical love through empathetic outreach; (2) promoting pedagogical love through increased societal exposure; (3) promoting pedagogical love through flexibility, trust, and confidence; and 4) promoting pedagogical love through individualized care.

The understated role of pedagogical love and human emotion in refugee education