Going Beyond a Single Story: Experiences and Education of Refugee Children at Home, in School, and in the Community

Wang, X. Christine; Strekalova‐Hughes, Ekaterina; Cho, Hyonsuk

doi:10.1080/02568543.2018.1531670

Cited by 8 publications

(6 citation statements)

References 3 publications

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“…(2) What do Syrian refugee families' and children's counter narratives reflect about their processes of figuring their identities? This study builds on and extends the previous relevant research which recognizes and acknowledges the agency and strength of refugee families and children (e.g., Oo & Kusakabe, 2010;Ryu & Tuvilla, 2018;Quadros & Sarroub, 2016;Wang, Strekalova-Hughes & Cho, 2019).…”

Section: Extended Abstract Introductionmentioning

confidence: 65%

“…Mülteci ailelerin göç ile değişen yaşam koşulları içinde çocuklarının eğitimlerini ne şekillerde desteklediklerini ortaya koyan çalışmalar sınırlı olduğu gibi, mülteci çocukları merkeze alan ve çocukların eğitim deneyimlerini; çocuk ve/veya yakın çevresi gözünden inceleyen çalışmaların da sınırlı olduğu görülmektedir. Eğitim alanyazınında var olan sınırlı sayıdaki bu çalışmaların çoğunluğunda ise yoğun olarak mülteci çocukların travmaları, ihtiyaçlarını karşılayamamaları, akademik başarılarının düşüklüğü, zayıf sosyal-duygusal becerileri gibi olumsuz deneyimlere odaklanarak bu çocukların başarı hikâyelerinin göz ardı edildiği; böylece yetersiz, eksik ve örselenebilir bir kitle olduklarına ilişkin yanlış bir algının yaygınlaştığı dile getirilmektedir (Baker ve McEnery, 2005;Strekalova-Hughes, Nash ve Erdemir, 2017;Wang, Strekalova-Hughes ve Cho, 2019). Mülteci çocukları genellikle göç edilen ülkenin yerel çocukları ile karşılaştırma dikotomisi ve medyanın mülteci çocukların deneyimlerinin olumlu ve güçlü yönlerini resmetmemesi, bu yetersizlik, eksiklik ve örsenebilirlik algısını pekiştirmektedir (Sampson, 2016;Tyeklar, 2016).…”

Section: Alanyazında Mülteci Statüsünde Bulunan çOcuklar Ve Ailelerinunclassified

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Türkiye’de Yaşayan Suriyeli Çocuklar ve Aileleri: Anlatılmayan Karşıt Hikâyeler

Çalamak

Erdemir

2019

YED

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Bu araştırma, Türkiye’de yaşamaya başlamış Suriyeli mülteci aile ve çocukların Erken Çocukluk Eğitimi (EÇE) ekseninde edindikleri deneyimlerini yansıtan sık duyulmayan karşıt hikâyeleri, Kurgulanmış Dünyalar kuramına göre incelemiştir. Araştırma kapsamında, Ankara, Gaziantep, Mardin, Hatay, İstanbul ve Şanlıurfa kentlerinde yaşayan mülteci aile ve çocuklardan toplanan veriler; bu aile ve çocukların EÇE hizmetlerine erişim ve katılım deneyimlerini aktaran karşıt hikâyeler veri setini oluşturmuştur. Hikâye analizi yöntemi kullanılarak toplam 32 hikâye sistematik bir şekilde derinlemesine analiz edilmiştir. Araştırma bulguları aile ve çocukların eğitime ilişkin eylemlilikleri, bir diğer deyişle, mücadele etme, iyileşme, yetkinliklerini sergileme, kaynak arama ve kaynak yaratma deneyimlerine işaret etmektedir. Bu bulgular, aile ve çocukların kendileri ve birbirleri için çeşitli dünyalar kurgulayarak, basmakalıp mülteci kimliğinin ötesinde, geçmişten getirdikleri ve Türkiye’de yeni bir yaşam inşa etme sürecinde edindikleri çoklu kimliklerinin güçlü yönlerini ortaya koymaktadır. Araştırma bulguları doğrultusunda, mülteci bireylerin deneyimlerini ele alan eğitim araştırmalarına ve ülkedeki yüksek mülteci çocuk nüfusu düşünülerek, öğretmen eğitimine dair öneriler paylaşılmaktadır.

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Section: Extended Abstract Introductionmentioning

confidence: 65%

Section: Alanyazında Mülteci Statüsünde Bulunan çOcuklar Ve Ailelerinunclassified

Türkiye’de Yaşayan Suriyeli Çocuklar ve Aileleri: Anlatılmayan Karşıt Hikâyeler

Çalamak

Erdemir

2019

YED

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“…In doing so, we embraced an asset-based approach focused on understanding and recognizing culturally and linguistically diverse families’ agency and the community cultural wealth capital (Yosso, 2005) they possess and activate for their children’s education despite certain life challenges and difficulties. This stance is a critical one to embrace in working with refugee families, given that the prevalent discourses about refugee families are centered on stories of “trauma.” These stories of trauma are magnified by anti-immigrant discourses provoked in public and institutional settings (Wang et. al, 2019), undermining refugee families’ contributions to their children’s well-being and education as well as refugee children’s community cultural wealth capital (Erdemir, 2021).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Understanding Refugee Families’ Potentials for Supporting Children’s Mathematics Learning

Karslı-Çalamak

Tuna

Allexsaht‐Snider

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: We lack a nuanced understanding of the potentials and needs of multilingual families, particularly those with forced displacement histories, in contributing to children’s mathematics learning. As educators seek to increase refugee students’ access to powerful mathematics learning, an understanding of how refugee families view and participate in their children’s mathematics learning can offer insights for how we might reach the goal of equitable educational access. Purpose/Focus of Study: In the GÖÇ-MAT project, we focused on developing equitable mathematics teaching practices with teachers (K–3) in schools highly populated with refugee children. The research that we present here, drawing on notions of community cultural wealth capital, offers a multifaceted view of how families of young children with refugee status articulated understandings of their roles in children’s mathematics learning. Setting: Our fieldwork took place in four different cities highly populated by people with refugee status in Turkey, the country located at the center of the worldwide trend of mass migration. Participants: We examined data from families (N = 54, mainly from Syria) who participated in the family engagement component of the larger project, carried out through multilingual family mathematics workshops. Research Design: We employed qualitative research methods and conducted two-year-long observations and video recordings in the context of multilingual family mathematics workshops. In the workshops, families, teachers, and researchers engaged in patterns and early algebra activities, as well as in family conversations facilitated through open-ended prompts, mathematics picture books, and educational journey maps. Over two years, we collected data comprising recorded dialogues with families, artifacts produced in the workshops, and video data of families’ mathematical interactions. Findings: Our analysis yielded two key understandings: (1) Family engagement practices around mathematics set a context to realize the nuanced nature of refugee families’ cultural wealth and efforts for their children’s education; and (2) refugee families’ knowledge of mathematics itself as a discipline and their mathematical capital, which are typically not recognized in school contexts, can serve as resources for mathematics teaching. Conclusions/Recommendations: The findings provide insight for teachers, researchers, and policy makers about how we might engage multilingual children and families with refugee status in powerful ways in mathematics education.

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“…As Adichie (2009) states, the problem with stories of exceptionality is not that they are untrue; the problem is that they can become a single story. Whatever their source, single stories of exceptionality exclude the ordinary life, far from the dramas of individual exceptions (see also Wang et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…So, while most of the literature within and beyond educational research highlights the exceptional (mostly negative) aspects of refugee children's lives, a small but growing body of research has started to challenge these unhelpful polarisations (e.g. Crawley & Skleparis, 2018;McIntyre & Abrams, 2020;Wang et al, 2019;Wernesj€ o, 2012). These studies often implement critical, participatory, and arts-based methods (Lenette & Cleland, 2016;Nunn, 2010;Winskell & Enger, 2014) to experiment with ways to challenge the taken-for-granted assumptions regarding refugees and other marginalised groups and be more sensitive to the complexity of their experiences.…”

Section: Introductionmentioning

confidence: 99%

Storycrafting refugee children’s lives. Presenting Ali and the Long Journey to Australia

Kaukko

2021

International Journal of Qualitative Studies in Education

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Refugee students may come to schools with fragmented educational histories and other exile-related stressors, but many also settle fast, enjoy school and live rather ordinary childhoods. These more positive stories are not told because they get overridden by well-meaning but counterproductive stories of victimhood. This article presents a storycrafting project with 13 primary school aged refugee children in Australia, with an aim to problematise this deficit-discourse. The outcome was the group's "preferred narrative", that is, a story combining fact and fiction within the dialogical process between the teller and the audiences. The story was published as a fictional book and an animated film entitled Ali and the Long Journey Australia. This article discusses this process and its outcome; how a child-led project combining fact and fiction can inform qualitative research, and how stories are welcomed by audiences which are out of reach by regular research outputs.

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Going Beyond a Single Story: Experiences and Education of Refugee Children at Home, in School, and in the Community

Cited by 8 publications

References 3 publications

Türkiye’de Yaşayan Suriyeli Çocuklar ve Aileleri: Anlatılmayan Karşıt Hikâyeler

Türkiye’de Yaşayan Suriyeli Çocuklar ve Aileleri: Anlatılmayan Karşıt Hikâyeler

Understanding Refugee Families’ Potentials for Supporting Children’s Mathematics Learning

Storycrafting refugee children’s lives. Presenting Ali and the Long Journey to Australia

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