Board Games as Interview Tools: Creating a Safe Space for Unaccompanied Refugee Children

Neag, Annamária

doi:10.17645/mac.v7i2.1817

Cited by 14 publications

(20 citation statements)

References 14 publications

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“…Newcomer children may not fully understand the research purpose, methods, or potential risks and benefits (White et al, 2010). McBrien and Day (2012) noted the risk of participants giving consent out of a desire to please researchers, and Neag (2019) reported that some with refugee experience have difficulty distinguishing between researchers and service providers.…”

Section: Access To Newcomer Children's Voices Through Participatory Vmentioning

confidence: 99%

Drawing Out Their Stories: A Scoping Review of Participatory Visual Research Methods With Newcomer Children

Brown

Spencer

McIsaac

et al. 2020

International Journal of Qualitative Methods

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Researchers are increasingly using participatory visual methods (PVM) to gain a deeper understanding of newcomer children’s experiences, sense of identity, relationships, needs, strengths, and aspirations. By taking photos, producing digital stories, creating maps, drawing, sculpting, and other visual-based practices, children can help us understand how they navigate their complex worlds. We conducted a scoping review to explore what is known about participatory visual research with newcomer children. We searched nine databases, screened 692 articles, and included 21 articles for synthesis and analysis. Five common and connected areas were identified as important for consideration when envisioning, planning, and conducting this type of research with newcomer children: PVM provides an opportunity for children to communicate complex feelings and disrupt deficit discourse; participation in PVM research is highly dependent on varying cultural, economic, and relational factors; providing a range and choice of data collection activities permits deeper engagement and higher quality data; PVM can enhance meaningful engagement, reduce power asymmetry, and engender confidence and self-awareness; developing and sustaining trusted relationships are integral to the research process. The review reveals the need for more researcher reflexivity with an explicit attention to assumptions, values, and ethical considerations and suggests opportunities for researchers to better ensure newcomer children can share and shape their own stories.

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Section: Access To Newcomer Children's Voices Through Participatory Vmentioning

confidence: 99%

Drawing Out Their Stories: A Scoping Review of Participatory Visual Research Methods With Newcomer Children

Brown

Spencer

McIsaac

et al. 2020

International Journal of Qualitative Methods

View full text Add to dashboard Cite

show abstract

“…The empirical research which we will discuss below is part of a larger two-year project that explored how unaccompanied young refugees used social media and digital technology in four different European countries (Sweden, the Netherlands, Italy, the UK). Though this article solely focuses on research gathered in the second ethnographic phase, it is worth mentioning that in the first phase, a total of 56 unaccompanied refugee youth were interviewed using a specially designed board game (Neag, 2019). The second phase consisted of a month-long social media ethnography (Postill and Pink, 2012) of Facebook profiles belonging to 16 unaccompanied young refugees (11 living in Sweden, 5 in Italy; 12 males, 4 females) who agreed to take part in both research phases.…”

Section: Facebook Profiles Of Refugee Youth: a Social Media Ethnograpmentioning

confidence: 99%

Emotional practices of unaccompanied refugee youth on social media

Neag

Zezulkova

2020

International Journal of Cultural Studies

Self Cite

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Migration for unaccompanied refugee youth is an emotionally complex process involving mediated experiences and expressions of emotions and affect. This article draws upon social media ethnography conducted with young refugees from African and Middle Eastern countries living in Europe. The participants’ emotional practices were explored through the multimodal analysis of content they shared on Facebook. The findings highlight how the young refugees performed multifaceted yet interconnected emotional practices. These emotional practices potentially assisted their negotiation of emotional losses and gains resulting from migration. The online mediated emotionality, however, cannot be fully comprehended through the reductionist lenses of binary oppositions such as losses and gains, presence and absence, or positive and negative emotions. This article shows that unaccompanied refugee youth’s experience and expression of emotions online are influenced by more than their migration experience, and that their interconnected nature and complexity need to be considered.

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“…Ta'lim al-'Arabiyyah : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 4 (2), 2020 In language learning, games and songs are used as a medium for language learning (Saepurrohman & Nurhayati, 2019). The use of games in education aims to make learning interactive and exciting, as (Neag, 2019) games are interactive learning media that can make students active and quickly understand the material. Meanwhile, (Hakim, 2018) the results of his research show that songs can motivate learners' learning and make learning engaging, fun, and make the material easier to understand.…”

Section: Stories For Advancementioning

confidence: 99%

Arabic Learning Based On E-Learning Using Arabic Teacher Website In The Pandemic Era Of Covid-19

Jasni

Ardiansyah

2020

Jurnal Pendidikan Bahasa Arab & Kebahasaaraban

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This study aims to describe the Arabic Teacher's website as e-learning based Arabic language learning during the Covid-19 pandemic. The method used in this research is a descriptive qualitative method. There have been many studies that discuss learning Arabic based on E-Learning. However, it is only limited to one aspect while learning Arabic using the Arabic teacher website covers various skills and theoretical issues. The results showed 1) E-Learning Arabic Teacher is a complete website designed as an advanced learning Arabic during the Covid-19 pandemic; 2) The Arabic learning approach by using the Arabic teacher E-Learning website is based on the same teaching method programmed, develop internet-based independent learning effectively using a purposeful computer so that learners can learn Arabic in a balanced way read, write, listen, and speak. 3) E-Learning Arabic Teacher provides several main menus including; Arabic languages such as reading, stories (basic, intermediate, advanced), grammar (nahwu), structures (sentence patterns), dictation (imla'), songs and games (songs and games), Questionnaires (assessment sheets) accompanied by an electronic book, MP3, and Video.

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Board Games as Interview Tools: Creating a Safe Space for Unaccompanied Refugee Children

Cited by 14 publications

References 14 publications

Drawing Out Their Stories: A Scoping Review of Participatory Visual Research Methods With Newcomer Children

Drawing Out Their Stories: A Scoping Review of Participatory Visual Research Methods With Newcomer Children

Emotional practices of unaccompanied refugee youth on social media

Arabic Learning Based On E-Learning Using Arabic Teacher Website In The Pandemic Era Of Covid-19

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