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Jigsaw #4 (Ficarra (Refugee Volatile Educational Experiences in Camps…

- - - - Is this the teachers, parents, or the administrators?
  - - - “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)
    - - “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)
      - “Now that their children are in school, the researchers found that among 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)
      - “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).
      - “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)
    - - “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)
      - “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)
      - “However, other work suggests that in-classroom learning is not enough, but rather that pre-service teachers should participate in service learning in refugee communities during their preparation programming, giving them an opportunity to learn from refugees themselves.” Other teacher preparation programs build refugee-specific service learning into the curriculum of the program.” (Ficarra, 2017, p. 80)
- - - - “Even today, many students pursue the IB diploma for competitive reasons. They hope to distinguish themselves from their peers and to beat them out when it comes to winning the coveted seat at the university.” (Conner, 2008, p. 335)
      - • “The IB appeals as much, if not more, to American notions of meritocracy than it does to American values of multiculturalism. In other words, the first principle of working with and learning from others and of developing cross-cultural respect and understanding faces challenges that may be unique to the American landscape, with its post- September 11 patriotism and its individualistic, competitive culture.” (Conner, 2008, p. 335)
- - - - Unstructured: The group that performed the worst out of the two. They were a group that didn't perform any better when taking these standerised test.
        
        Parents would only give them life skills instead lesson planning or actual books. For example, they would have them watch a movie about history instead of actually giving them a whole lesson about it.
      - Structured: They performed academically better across the board when they took the ACTs and SATs
        
        Parents would buy structured lesson plans and books to make their lessen planning much more interesting where their kids would actually learn from a lot.
  - - - This type of education did save parents money when it comes to the education but it also depends on how much the parents are willing to spend on the technology and books needed for the education
- - - - “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).
      - 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).
        
        Was there any actual statistics on this or was this randomly placed?
      - Data Analysis
        
        “I designed data collection to allow for repeated opportunities to refine my interpretations throughout the study” (Keegan, 2017, p. 210).
    - - “Teachers, administrators, and peers at the school valued youth cultural assets, such as their bilingualism” (Keegan, 2017, p. 205).
        
        This makes me think differently on some schools because not all schools are like this where all students need to know one main language to attend the school and for them to even know what they are talking about.
      - "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).
    - - “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)
      - “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).
    - - Did this make a difference in schools? Did the other students welcome others? How involving were the teachers with these students?
    - - Developing Social Networks of Trust and Belonging.
        
        “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).
        
        “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).
      - 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).
        
        I believe this because a lot of people do not know what teachers, professors, and any administrative workers that they can trust so building a relationship with students can improve their trust in you as a person and knowing they can talk to you whenever they need you.
    - - “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).
      - “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)
    - - “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).
      - “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).
      - “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).
- - - - “Since its arrival in the America in 1970, the IB has spread to more than 564 public and private schools across the country (IBO, 2005). Schools that wish to join the IB network must go through a rigorous application process that can span 18 months to 3 years and that entails self-assessment, site visits, and extensive staff training (Nugent & Karnes, 2002)” (Conner, pg. 325)
        
        “In the United States, the greatest concentration of schools offering the IB Diploma Program is in California, with 66 schools, followed by Florida with 45 and Virginia with 33 (IBO, 2005). Ninety percent of IB schools are public (IBO, 2004). Voluntary data collected from 5,412 graduating seniors in May 2002 indicated that 62.6% of American IB test takers were Caucasian, 15% were Asian or South Pacific Islander, 9.4% were Hispanic, 7.1% were African American, and 1% were Native American. Another 4.3% self-identified as other (Scaturro, 2003)” (Conner, pg. 326)
      - “The IB diploma candidates must amass at least 24 points to earn the IB diploma. Points are awarded based on completion of the CAS hours and performance in the Theory of Knowledge class and on the Extended Essay (combined to total between 0 and 3 points), and performance on the six IB exams (each worth between 1 and 7 points)” (Conner, pg. 325)
        
        “All these performance components are evaluated on criterion-referenced scales, and they are scored by trained international examiners. Final scores are also partly determined by teacher evaluations of student work on major pro- jects and portfolios, known as internal assessments” (Conner, pg. 325)
        
        “Typically, 80% of diploma candidates earn the credential worldwide (International Baccalaureate Organization [IBO], 2004). Students who do not wish to obtain the diploma may take the IB classes and exams for certificates of completion” (Conner, pg. 325)
    - - “Given its origins, the spread of the IB Diploma Program across the United States, particularly to low-income urban schools, is surprising. The IB Diploma Program was designed in the early 1960s by a group of teachers at the International School of Geneva, where many of the students were children of foreign-service personnel, emissaries, and United Nations officials who moved frequently around the world with their families (Hill, 2002)” (Conner, pg. 323)
        
        “This mobility resulted in a patchwork of sequenced educational experiences connected to different national curricula. To address the uneven preparation of their students, the teachers decided to create a curriculum that could be implemented at other international schools, where it would supplant national education systems and prepare students to attend university anywhere in the world” (Conner, pg. 323)
        
        “In America’s inner-city schools, it is not students’ mobility, but their lack of access-their immobility-that raises cause for concern. However, if we look beyond the question of why the IB was created to ask why the teachers designed it as they did, we may begin to understand how and why the program is being adopted across America in schools vastly different from those in which the program was conceived” (Conner, pg. 323)
- - - - “In combination, the internal assessments, the written examinations, and the Extended Essay reflect the first principle of the IB that recognizes students as thinkers and creators of knowledge, rather than positioning them as receivers and backwashers of information” (Conner, pg. 330)
        
        “In 2002, essay questions on the higher-level History of the Americas exam included the following: (1) Examine the effects of war and the fear of war on the civilian population of two countries, each chosen from a different region. (2) For what reasons, and with what justification, was there opposition to colonial rule in two countries, each chosen from a different region? (3) Account for the establishment of two international or two regional organizations. (4) Examine the relationship with the state of (a) one minority religion and (b) one majority religion (Mathews & Hill, 2005, pp. 150-152)” (Conner, pg. 330)
        
        “These exam questions reveal the tendency to ask students to draw comparisons across different organizations, cultures, countries, and regions of the world. In addition to requiring this kind of thinking, the mandate that students pursue coursework in a second language also reflects the first principle that students should seek to understand and respect cultural differences” (Conner, pg. 331)
    - - In explaining this decision, Peterson (1987) recalled the IB framers’ distaste for “the backwash effect” (p. 50). In American parlance, educators would term such a phenomenon, “teaching to the test.” To the IB’s architects, thinking mattered more than knowing. For instance, Peterson identified five intellectual qualities that students in the IB should learn to cultivate. Although he did include “memory” on his list, the other four qualities spoke to thinking skills: “a capacity for conceptualization and analysis,” “an unslaked curiosity,” “a capacity for recognizing and . . . formulating new interpretations of available information,” and “a commitment to the intellectual formulation and solution of problems” (Peterson, 1972, p. 34). To assess students’ thinking skills, the IB exams allow opportunities for students to write, to explain, and to illustrate their problem-solving strategies” (Conner, pg. 329-330)
    - - “The particular features and components of the IB assessment system rest on different values and beliefs; however, underlying the entire system seems to be a sincere respect for students, their potential, and their capacities to analyze, to empathize, and to make valuable contributions” (Conner, pg. 331)
        
        This makes sense to me in the sense that it is important to respect others religion and knowing what they are allowed and not allowed to do is really important so there are no issues when it comes between the school and the family.