Imagined Community of Education: Voices From Refugees and Immigrants

He, Ye; Bettez, Silvia Cristina; Levin, Barbara B.

doi:10.1177/0042085915575579

Cited by 41 publications

(33 citation statements)

References 31 publications

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“…Following other researchers who study the integration of refugee children in new educational environments, although concentrating on children who have moved from developing countries to the West (e.g., He et al 2017;Martinez 2012;Valdez and Lugg 2010), we endorse the community cultural wealth framework (Yosso 2005). Yosso describes the framework of "community cultural wealth" as "an array of knowledge, skills, abilities and contacts possessed and utilized by communities of color to survive and resist macro and micro-forms of oppression" (Yosso 2005, p. 77).…”

Section: Theoretical Perspectivementioning

confidence: 99%

Teachers’ Perspectives: Challenges in the Integration of Refugee Children Deported from Israel to Uganda

Gudovitch

Alex²,

Kiyingi³

et al. 2021

Social Sciences

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In 2012, Israel deported 500 South-Sudanese refugee children and their families. A year later, a civil war broke out in the young South Sudan and the deportees, along with over one million South-Sudanese citizens, fled to the neighboring Uganda. Since then, many of these children have studied in boarding schools in Uganda. We explore, using qualitative methods, the perceptions and experiences of six Ugandan teachers all working with these children for at least 5 years. The research is unique in studying children who have previously lived and studied in a developed Western environment, and experienced, subsequently, a transition to the global south, with far more conservative social norms and an authoritarian, teacher-centered conception of education. The results show a clear progression in the teachers’ conception of the children, beginning with an impression of the children as rebellious, tending to initiate conflicts, and disrespectful. Gradually, they came to view them as being open and assertive, often very articulate and communicative. They observed changes in the children’s behavior: acquiring language skills, being cooperative with staff, integrating with the other children and caring. Working with the refugee children had a great impact on the teachers’ perceptions and on their personal and professional conduct: they substituted punishments—including physical caning—with other methods of discipline. They endorsed open academic methods based on dialogue in class and between teachers and students, and encouraged experiment-based learning methods. On the other hand, the teachers initial perception of children’s parents as ignorant and disruptive remained unchanged and little effort, if any, was made throughout the years of this educational encounter to include the parents in the educational process. The teachers’ recommendations focused mainly on three issues: preparing the children and the staff to the new experience in order to facilitate integration, enhancing the communication and mutual work with the children’s parents, and giving more attention to the children’s emotional state. The discussion section addresses the limitation of this study, directions for future research, and practical implications.

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Section: Theoretical Perspectivementioning

confidence: 99%

Teachers’ Perspectives: Challenges in the Integration of Refugee Children Deported from Israel to Uganda

Gudovitch

Alex²,

Kiyingi³

et al. 2021

Social Sciences

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“…Evidently, children do not start at zero after arrival in a host country. They bring along traditions, experiences, their language, beliefs and values, stories and songs, all being part of their cultural wealth (He et al, 2015;Kenny, 2018). This induces a renegotiation of cultural meanings and norms, which is arguably an important part of building resilience (Kenny, 2018;Erdemir, 2021).…”

Section: Introductionmentioning

confidence: 99%

Flourishing in Resonance: Joint Resilience Building Through Music and Motion

Nijs

Nicolaou

2021

Front. Psychol.

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Worldwide, children face adverse childhood experiences, being exposed to risks ranging from, exposure to political violence and forced migration over the deleterious effects of climate change, to unsafe cultural practices. As a consequence, children that seek refuge or migrate to European countries are extremely vulnerable, often struggling with integration in school, peer community, and their broader social circle. This multifaceted struggle can derive from external factors, such as the adaptation process and contact with other children, or internal factors such as the fears and trauma that every child carries within them since they departed from their homeland. To bounce, grow, connect, and create in both adversity and opportunity, children need to build resilience, i.e., the capacity of an individual to maintain stable psychological functioning throughout the course of adversity. On the one hand, building resilience requires developing a set of individual skills (internal protective factors), such as self-control, emotion regulation, self-esteem, and agency. On the other hand, building resilience involves developing social skills (external protective factors), connection, and close relationships. In this theoretical contribution, we review and map existing research to argue that activities based on the combination of music and movement has a strong potential to intensively build resilience. First, we connect the concepts of resilience and eudaimonia, based on the protective factors and key components of resilience. Then we discuss how music and movement, separately, may contribute to building resilience. Next, drawing on the basic mechanisms of musical sense-making, we argue that through combining music and movement, children engage in empowering musical sense-making processes that support building resilience, and in this way, support them to grow together and deeply experience eudaimonic values such as self-awareness, confidence and self-esteem, personal autonomy, connection, belonging, and bonding. Finally, we connect theory to practice. Based on the presented theoretical elaborations and on the authors’ experience as practitioners, we propose a set of guiding principles for the design of movement-based musical activities that foster the internal and external factors necessary to build resilience.

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“…There has been very little research on the experiences of refugee-background learners in U.S. higher education (Dryden-Peterson & Giles, 2012;Felix, 2016;He et al, 2017;Shapiro, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Deficit thinking leads educators to set low expectations based on assumptions about the learners' motivation, ability, or family support (Liou, 2016;Milner, 2010). These actions are often unintentional, yet they create a significant social impact on individuals and society (He et al, 2017;Jimenez-Castellanos & Gonzalez, 2012). Researchers have identified the need to study deficit thinking applied to refugee-background learners (Hannah, 1999;Keddie, 2012;Student et al, 2017).…”

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confidence: 99%

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MacIsaac

Martin

Kubwayo

et al. 2020

JCIHE

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This paper discusses the academic agency of refugee-background individuals who have resettled to the United States of America and the responsibility of higher education to value refugee-background learners as knowledge creators. Contrary to deficit thinking that views learners as unable to succeed due to their refugee background, this study explores how their experiences demonstrate their multiple capacities to succeed in higher education. The essence of these experiences is presented using self-reflexive collaborative speaking and writing inquiry. Three main themes drawn from the results were the capacities of refugee-background learners to adapt cultures, maintain multiple social connections, and exercise agency.

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Imagined Community of Education: Voices From Refugees and Immigrants

Cited by 41 publications

References 31 publications

Teachers’ Perspectives: Challenges in the Integration of Refugee Children Deported from Israel to Uganda

Teachers’ Perspectives: Challenges in the Integration of Refugee Children Deported from Israel to Uganda

Flourishing in Resonance: Joint Resilience Building Through Music and Motion

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