2015
DOI: 10.7771/2153-8999.1121
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Lessons Learned: Insights into One Teacher’s Experience Working with Karen Refugee Students in the United States

Abstract: This study is informed by funds of knowledge and culturally responsive teaching studies that aim to explore and legitimize the cultural knowledge immigrant children bring to their communities and schools. Consequently, this paper specifically addresses issues related to the educational experiences of Karen children and their parents from one American teacher/researcher who has worked with the Karen for the past four years. In aggregate, this paper addresses issues germane to Karen education including; (1) back… Show more

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Cited by 11 publications
(3 citation statements)
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“…Despite the limitations of this study, it is clear that there are numerous distinct migrant groups attending Thai institutions, each with its own language, culture, and history. Even when educators acknowledge these differences, the persistent use of the term ''Burmese'' to describe migrant children suggests a systemic problem that may have originated from initial misinformation (Gilhooly, 2015).…”
Section: Ethnic Classification Of Children Of Migrantsmentioning
confidence: 99%
“…Despite the limitations of this study, it is clear that there are numerous distinct migrant groups attending Thai institutions, each with its own language, culture, and history. Even when educators acknowledge these differences, the persistent use of the term ''Burmese'' to describe migrant children suggests a systemic problem that may have originated from initial misinformation (Gilhooly, 2015).…”
Section: Ethnic Classification Of Children Of Migrantsmentioning
confidence: 99%
“…This paper is based on the ethnographic multiple case study of four refugee‐background middle school youths from Burma/Myanmar in US schools. Burmese students in various locations across the United States were found to struggle in schooling as their schools were not prepared for them, according to the studies done on Burmese diasporic communities across the nation at different points of time (Duran 2017; Gilhooly 2015; Gilhooly and Lee 2017; Hickey 2007; Isik‐Ercan 2012; Kenny and Lockwood‐Kenny 2011). The previous research focused their studies on the youth outside their schools, and my study expands upon it as I studied Burmese diasporic students' identity construction in school.…”
Section: Introductionmentioning
confidence: 99%
“…Teachers, school administrators, and state education officials have a central role in assisting refugee youth socialize and adapt to the host country (Hones & Cha, 1999). Unfortunately, many educators are unprepared to meet the unique needs of refugee youth (Gilhooly, 2015;Hones, 2002). Cultural misunderstandings often result in further isolating refugee youth from school culture and their peers.…”
Section: Introductionmentioning
confidence: 99%