Please enable JavaScript.

Coggle requires JavaScript to display documents.

Ficarra/Keegan (Ficarra (Refugee Volatile Educational Experiences in Camps…

- - - - “One way to possibly begin to challenge colonial ‘helping/pity’ frameworks is to be inclusive in these inclusion efforts; meaning, making sure these efforts are targeting refugee families specifically but including all those families who for different reasons may be currently left out of family/school partnerships” (Ficarra, 2017, p. 79).
      - “this study points to the need for what the authors call a ‘parent liaison position’ to help bridge the cultural gap between refugee parents and schools, and to guide the expectations for what a truly reciprocal relationship might look like.” (Ficarra, 2017, p.79)
      - “They explain that typical barriers to refugee parent involvement in school like language challenges, access to transportation, and jobs are often misinterpreted as not valuing education." (Ficarra, 2017, p. 79)
      - “Now that their children are in school, the researchers found that Hmong parents felt most comfortable deferring to school authority, but this of course left them also feeling excluded from the process of their children’s schooling.” (Ficarra, 2017, p. 79)
    - - “teachers often have the most personal interaction with refugee students. Therefore their training around issues of multiculturalism but specifically on the refugee experiences is essential to their ability to support students with these backgrounds.” (Ficarra, 2017, p.79)
      - “the only way to overcome colonial ‘helping’ imperatives is to develop ways for pre-service teachers and refugee community members to critically engage together, around topics of mutual interest and concern.” (Ficarra, 2017, p.80)
    - - “comprehensive approaches—namely the ways in which government, school districts, teachers, community based organizations, refugee re-settlement agencies, parents, and students can work together to create inclusive educational spaces where refugee students can thrive.” (Ficarra, 2017, p.81)
      - “this way of working can feel slow, tedious, and not time efficient, but in the end the pace is necessary to build mutual trust and understanding between all parties involved.” (Ficarra, 2017, p.82)
- - - - “Civic identity is derived from a sense of belonging to a particular place, space, or geographic territory (Mitchell & Elwood, 2012; Sánchez & Machado-Casas, 2009)” (Keegan, 2017, p. 206).
      - “Social trust can contribute to a range of civic activities, not limited to political engagements, such as sharing coffee with a friend, helping a neighbor carry a bag of groceries, or translating for elders” (Keegan, 2017, p. 206).
      - “Current research on citizenship education in schools focuses on the teaching of particular skills necessary for political engagement or the kinds of citizens needed in a diverse society (Westheimer and Kahne, 2007). Receiving far less attention in the literature are the places where civic activities occur.” (Keegan P. J., 2017, p. 206)
    - - “American public schools play a critical role in the civic and political incorporation of transnational youth. It is estimated that by 2050, nearly one in five public school students will have been born outside the Unites States.” (Keegan, 2017, pp. 203)
      - “Migrant youth can experience a sense of belonging in school when they are provided with opportunities to work with their peers and teachers to pursue common goals” (Keegan, 2017, p. 203).
    - - Data Analysis
        
        “I designed data collection to allow for repeated opportunities to refine my interpretations throughout the study” (Keegan, 2017, p. 210).
      - Research Positionality
        
        “As a European-American, White, male, monolingual English speaker, my positionality affected the research in a number of ways. Although members of my family are migrants and the children of migrants, I myself did not share the experience of migration with my participants. Interviews were conducted in English, and there were occasions when the participants could not easily communicate a particular idea or concept. In such cases I asked for the Spanish translation so that I could later determine its meaning.” (Keegan, 2017, pp. 210)
        
        “Given my status as an outsider to the Dominican cultural community, I worked to establish confianza, or trust, with the students in a number of ways. Living near International Academy and in the same neighborhood as one of the participants meant that we shared common experiences of place and could discuss certain spaces with greater familiarity” (Keegan, 2017, p. 211).
      - “The population for this study were Dominican youth in New York City attending International Academy, a high school for late-arrival migrants” (Keegan, 2017, p. 207).
        “Learning English is also an obstacle for high school-aged migrants who have less time to reach fluency” (Keegan, 2017, p. 208).
      - “Another purpose of the focus group was to make space for the plurality of voices among the participants, as well as for the participants to share their perspectives and common experiences with one another (Madriz, 1998)” (Keegan, 2017, p. 209).
    - - Developing Social Networks of Trust and Belonging.
        
        “The following questions guide the research: (1) In what places do Dominican migrant youth attending an urban high school for late-arriving migrants feel that they belong, across the contexts of school, family and neighborhood? (2) How do Dominican migrant youth develop a sense of belonging in places within and across nation-state borders?” (Keegan, 2017, pg. 204).
        
        “Social trust can contribute to a range of civic activities, not limited to political engagements, such as sharing coffee with a friend, helping a neighbor carry a bag of groceries, or translating for elders. Engaging in acts of informal sociability not only builds social capital, but trusting others, and being trustworthy, are democratic dispositions that contribute to the general social welfare” (Keegan, 2017 ,pg. 206).
      - Taking Civic Action to Strengthen Transnational Family Ties
        
        “Relations between family members was a significant means by which the youth in this study developed a sense of belonging. Through various communication technologies, as well as return visits, the youth in this study maintained close relationships with family members in the Dominican Republic, such as grandparents who helped raise them during the years of physical separation from parents living in the U.S” (Keegan, 2017, p. 215).
      - Developing Social Trust in Diverse Contexts
        
        “Another factor shaping how the participants acquired social trust was the diversity of the different spaces they inhabited. All the students commented on the diversity of students at International Academy as a form of social capital from which they benefitted” (Keegan, 2017, p. 216).
        
        “The ability to develop social trust with people of different ethnicities or religions is an important democratic disposition” (Keegan, 2017, p. 217).
    - - “While this study focused on the civic identities and engagements of Dominican migrant youth in particular, its findings have implications that extend to all transnational youth” (Keegan, 2017, p. 218).
      - “Young migrants are already in possession of many of the skills that are critical for citizens in today’s political climate of division and distrust, including a mature sense of social trust, cultural flexibility, and curiosity about the variety of religions, cultural practices and beliefs represented in the world” (Keegan, 2017, p. 219).
      - “In this way, schools may serve as a buffer against the lack of neighborhood space, and a hurried pace of life that left little time to share the news of the day, or inquire about family” (Keegan, 2017, p. 219).
    - - “Teachers, administrators, and peers at the school valued youth cultural assets, such as their bilingualism” (Keegan, 2017, p. 205).
      - "Given current rates of global migration, it is imperative that civic education of transnational youth takes into consideration how different affiliations and scales of belonging inform their emerging civic identities” (Keegan, 2017, p. 204).