The multilayered character of newcomers’ academic identities: Somali female high‐school students in a US school

Oikonomidoy, Eleni

doi:10.1080/14767720802677358

Cited by 17 publications

(8 citation statements)

References 25 publications

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“…Education is a particularly relevant space in which young people confront and manage symbolic boundaries (Oikonomidoy 2009). The structures and substance of education shape how youth from minority groups, including refugees, perceive themselves as individuals and members of groups to manage the boundaries of belonging.…”

Section: Refugee Belonging: Defining and Navigating Boundariesmentioning

confidence: 99%

Borders and belonging: displaced Syrian youth navigating symbolic boundaries in Lebanon

Chopra

Dryden‐Peterson

2020

Globalisation, Societies and Education

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We examine the ways in which young Syrian refugees perceive and navigate the symbolic boundaries of belonging when displaced in Lebanon. Using portraiture, we identify three dimensions of belonging for refugees-safety, dignity, and relationships-and we explore the role of education in cultivating each one. We find that educational spaces, such as formal school and informal volunteering experiences, are places where refugee young people are at times able to blur bright boundaries of belonging. We also find that this belonging is tenuous and serves to reinforce boundaries of citizenship, rights, and everyday practices that exclude refugee young people. Our findings emphasize the need for the field of refugee education to address the question of how schools can actively resist and counter state-established bright boundaries of belonging to instead serve as spaces that blur and redefine those boundaries.

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Section: Refugee Belonging: Defining and Navigating Boundariesmentioning

confidence: 99%

Borders and belonging: displaced Syrian youth navigating symbolic boundaries in Lebanon

Chopra

Dryden‐Peterson

2020

Globalisation, Societies and Education

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“…Integration is inherently different to assimilation and to assume that students with refugee and asylum seeker experiences are better to assimilate into their new homelands than to integrate or acculturate is to assume that these populations do not bring with them any ontological knowledge or epistemological beliefs (Sellars, 2020). It also implies that they are prepared to dismiss their own cultural capital in favour of cultural mores and standards of their new homelands, which facilitates ease of adapting to, and integrating into new cultural contexts (Alitolpo-Niitama, 2004;Fruja Amthor & Roxas, 2016;Oikonomidoy, 2009Oikonomidoy, , 2014Roxas, 2008). Berry (2009) investigates the complexities in integration, indicating that many factors need to be considered, including the relevance of original language, culture and customs.…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating Students With Refugee and Asylum Seeker Backgrounds Into School: Teachers’ Perspectives

Sellars¹

2021

Advances in Education and Educational Trends Series

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The critical aspect of refugee and asylum seeker education has become almost a worldwide phenomenon. The difficulties of language, culture, acceptance and resettlement all impact on a school’s capacity to support these students and ensure that they access to best educational opportunities possible in many countries which are dominated by neoliberalized education systems. Neoliberalized education systems are dominated by the five Cs (Competitiveness, Conformity, Conservatism, Convention and Commerce) and are the antithesis of the European educational child-centred traditions conceived by Pestalozzi, Froebel, Steiner and others. This writing draws on a research project designed to establish the perspectives of members of a school community about belonging. It was conducted in a primary school in urban Australia which has a reputation for developing inclusive practices and an ethos of belonging for its diverse homeland population and its refugee and asylum seeker population which comprised 40% of the school enrolment at the time of the investigation. The research indicated the importance of the teacher perspectives, values and beliefs and has implications for teachers of refugee and asylum seeker students everywhere. It also has implications for preservice teacher education and the importance of preparation to specifically support these cohorts of students and their communities in addition to being flexible and open to change.

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“…Due to the often acute needs of newcomers, education systems grapple with how to support their wide-ranging needs, and when to integrate newcomers with other students versus separate them for specialized supports (Kanu, 2008;Oikonomidoy, 2009). The nexus of newcomer characteristics often creates acute challenges for secondary-aged newcomers, in particular, who face tight timelines to graduation and may be pushed out of the K-12 system before completion (Potochnick, 2018).…”

Section: Newcomersmentioning

confidence: 99%

“…Whether tracked by level, placed into sheltered classes, or withheld from content area classes, EL tracking, rather than a temporary withholding that is compensated for in a timely fashion, has the opposite effect. Tracking places EL students on trajectories that increasingly separate them from their peers who have full access to content (Gándara & Aldana, 2014), with likely negative effects on achievement and reclassification (Oakes, 2005). Delayed reclassification and low achievement can, in turn, negatively impact EL students' long-term outcomes, including high school graduation and college attendance (Carlson & Knowles, 2016;Johnson, 2019a;Robinson-Cimpian & Thompson, 2016).…”

Section: Principle 2: Providing Accessible High-quality Instruction mentioning

confidence: 99%

State English learner education policy: A conceptual framework to guide comprehensive policy action

Umansky¹,

Porter²

2020

EPAA

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Given the role of the state as the primary governing level tasked with U.S. public education, combined with the rapid rise in the proportion of students who are identified as English learners (ELs), this manuscript puts forth a framework for state EL education policy. The framework is organized around three core principles of understanding students, providing high quality instruction, and supporting effective systems. Drawing on recent decades of policy research, the framework identifies nine key areas for comprehensive state policy action: (1) addressing diversity in EL skills and needs, (2) EL assessment, (3) classification and reclassification, (4) core content access, (5) English language development instruction, (6) bilingual education, (7) EL funding, (8) teacher preparation and skills, and (9) pre-K through postsecondary alignment. Along with synthesizing policy research in each of the nine areas, we present relevant policy implications. We outline how this framework can be used – and adapted – by policymakers and scholars to examine state EL education policy contexts and to guide future research and policymaking.

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The multilayered character of newcomers’ academic identities: Somali female high‐school students in a US school

Cited by 17 publications

References 25 publications

Borders and belonging: displaced Syrian youth navigating symbolic boundaries in Lebanon

Borders and belonging: displaced Syrian youth navigating symbolic boundaries in Lebanon

Integrating Students With Refugee and Asylum Seeker Backgrounds Into School: Teachers’ Perspectives

State English learner education policy: A conceptual framework to guide comprehensive policy action

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