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As the number of refugee children and youth across the world continues to grow at an alarming rate, the needs of refugee populations require more and sustained attention. This qualitative study explores the specific academic and socio-emotional needs of refugee students in New York City (NYC), a city that has received refugees and asylum seekers from over 50 countries. Using qualitative research methods and drawing on the literature on refugee students’ school experiences and acculturation theory, in this article we ask how refugee students describe the key features of international high schools that foster students’ academic success, social and cultural integration, and academic well-being. Moreover, we examine how the notion of culture itself can interfere with these efforts. 相似文献
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Nurhayat Bilge 《Journal of Intercultural Communication Research》2017,46(2):130-146
This is a qualitative study examining aspects of refugee adaptation. As refugees negotiate an adaptation process into their host cultures, secondary communities, those who possess certain commonalities and similarities with the newcomers, often act as intermediaries between the refugee groups and host cultures. This article aims to answer the question: how does a refugee group’s extended community of an intermediary group influence the group’s adaptation to their new environment and social context? The study is an examination of narratives of a particular refugee group in the United States, called Meskhetian Turks, ethnically Turkish refugees from Russia. 相似文献
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《Journal of Intercultural Communication Research》2013,42(6):581-595
ABSTRACTThe numbers of refugees worldwide are at an all-time high. The majority of refugees relocated to the United States are women and children. Much research has concentrated on health care issues and trauma but few studies have expressed women’s viewpoints. This study consists of interviews with eight newly arrived refugee women to determine how they construct and negotiate their identity and the idea of being a refugee, as well as how they cope with the challenges of adjusting to a new cultural environment. Narratives indicate an interwoven pattern of interaction including family, home, and concerns. 相似文献
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This paper reports on the findings of a two-year ethnographic study of newly arrived Somali Bantu refugee students in a U.S. elementary school (K-6) in Chicago. These data paint a detailed picture of students’ behavioral and academic adjustment to school, and the drivers behind “behavioral incidents” (instances when children’s behavior presented a problem for school staff) and their academic engagement or disengagement. Bantu students required a degree of flexibility and accommodation from their teachers, whose attitudes toward acculturation could generally be characterized as “assimilationist” (requiring students to conform to U.S. culture and school rules) or “multicultural” (respecting and accepting the students expressing their heritage culture at the school). This study illustrates the difficulties faced by refugee students with limited or interrupted formal education (SLIFE) when adjusting to U.S. schools, and the pressures placed on teachers and other school staff. Strategies used by teachers in working with SLIFE are described. These findings also extend the literature on the academic engagement of immigrants to this group of SLIFE. In this study, SLIFE were disengaged not because of disinterest or resisting adult expectations at school but because they were unfamiliar with the culture of schooling and did not have the academic background necessary to complete school tasks. The study also illustrates the need to provide schools with adequate support to accommodate the needs of SLIFE. 相似文献
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In societies with collective memories of their group’s historical victimization, perceptions of this victimization are linked to attitudes and behaviors towards present-day victim groups such as refugees. We examine this idea in the Hungarian context, where collective memories of historical victimization include the fate of Hungarian refugees in 1956. In surveys among two Hungarian community samples, we find support for the hypothesis that exclusive regional victim consciousness predicts support for anti-refugee policies, while inclusive regional victim consciousness predicts support for pro-refugee policies. In Study 2, we replicate and extend these findings with a novel measure of event-specific victim consciousness (i.e., historical analogies between the two refugee situations). We show that event-specific victim consciousness mediates the effects of regional victim consciousness on attitudes towards refugees, and predicts prosocial behavior towards refugees. 相似文献
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A randomized controlled study was implemented on 90 nursing students in Turkey. The sample was divided into two groups: intervention and control group. The intervention group received education on refugee health and participated in a practical internship with refugees. Three scales were administered to the two groups at baseline (pre-test) and the end of intervention (post-test): "Xenophobia", "Attitude Towards Refugees" and "Intercultural Sensitivity". The three scale post-test scores of the intervention statistically significantly differed from control group and showed a statistically significant interaction between the groups and time in the two-way analysis of variance. The three scale post-test scores significantly differed from the pre-test scores in the intervention group, showing more relevant effects on xenophobia scale, two subscales of attitude towards refugees and intercultural sensitivity scale. The interventions based on the contact hypothesis improved nursing students' attitudes towards refugees. 相似文献
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《Cultural and Social History》2013,10(4):429-446
ABSTRACTThe refugee, in India's Partition history, appears as an enigmatic construct – part pitiful, part heroic, though mostly shorn of agency – representing the surface of the human tragedy of Partition. Yet this archetype masks the undercurrent of social distinctions that produced hierarchies of post-colonial citizenship within the mass of refugees. The core principle of the official resettlement policy was self-rehabilitation, that is, the ability to become a productive citizen of the new nation state without state intervention. Thus, the onus of performing a successful transition – from refugee to citizen – lay on the resourcefulness of the refugees rather than the state. This article traces the differing historical trajectories followed by ‘state-dependent’ and ‘self-reliant’ refugees in the making of modern citizenry in post-colonial India. 相似文献
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Kaarina Nikunen 《Popular Communication》2019,17(2):154-170
ABSTRACTThis article examines the social media campaign “Once I was a refugee” by former refugees as a response to the increasingly hostile political climate in Finland against refugees. With selfie activism, the campaign expanded the “space of appearance” and introduced new voice and visuality to the public debate. The case depicts politics of claiming citizenship and social value through self-presentation to counter views of refugees as economic burden, noncitizens, and surplus humanity. The empirical material is based on analysis of the Facebook and Twitter campaign and interviews with the participants. It is argued that selfie activism may occasionally, through new voice and visibility, expand the space of appearance and contribute to the rise of affective or counter-publics that can come together and make use of digital media for political action. However, the case also reveals how difficult it is to speak from a refugee position without being drawn into the discourse of deservingness. 相似文献
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Stewart Manley 《Inter-Asia Cultural Studies》2017,18(4):610-616
This creative piece combines non-fiction, poetry and fiction to imagine the voices of a refugee, a market vendor, a soldier and a dissident addressing the question of transitional justice in Myanmar. Drawing primarily from my experiences working with Burmese lawyers and refugees on the Thailand–Myanmar border, the piece first provides an overview of transitional justice efforts in Myanmar, and then shifts to voices inspired by people whom I met along the way – in refugee camps, selling vegetables, recovering from prison. Transitional justice too often ignores these quieter voices. The voices that I attempt to capture, however, are frustratingly unhelpful, frequently evasive and largely ambivalent about justice. I expected passionate condemnation of past wrongs and outrage at government abuse. The quieter voices defied my expectations. The poetry and vignettes, therefore, reflect a more nuanced, lyrical perspective that partially surrenders to the passing of time and the powerlessness that people feel in the face of distant authority. 相似文献
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ABSTRACTThis article identifies the visual representation of Europe’s “refugee crisis” in the media as a key dimension of the communicative architecture of the crisis and its aftermath. Effectively, it argues, the powerful, even iconic, imagery that the media produced and shared during the 2015 “crisis” affirmed ideological frames of incompatible difference, perpetually dividing European citizens and refugees. The article focuses on some of the fundamental elements of the 2015 crisis’s visual grammar to demonstrate how they have (re-)produced popular fears of strangeness and the need for containment and control of foreign bodies. This visual grammar, we argue, imitated and procreated recognizable representations of popular culture to exaggerate newcomers’ strangeness and incompatible difference from the national subject. On the one hand, many news media simulated zombies’ threatening strangeness in images of refugee massification; on the other, many news media images reaffirmed the decisive power of the national subject over refugees’ fate, not unlike the video game player who unilaterally controls a game and takes action when confronted by zombies. This grammar, we argue, symbolically predetermines encounters between citizens and refugees, by emphasizing their incompatible difference and newcomers’ strangeness. 相似文献
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This study examines the political participation intentions of North Korean women refugees. Previous literature tends to highlight the sufferings and difficulties that female refugees experience as they leave their homelands and settle in a new country. Few studies have been directed toward the political dimension of refugee life. The empirical results show that North Korean women defectors hold generally participatory attitudes toward politics and mostly liberal opinions on policy issues. Furthermore, among the socio-demographic variables, age and marital status are generally influential in the intention of political participation among the North Korean women defectors. Among the political attitudinal variables, attitude toward environmental policy consistently affects political participation intention. With respect to defector-specific variables, satisfaction with life in South Korea is influential, whereas cultural adaptation is not. 相似文献
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Research indicates that immigrant and refugee students benefit from use of their native languages in education. Nevertheless, what this means in practice has infrequently been examined by researchers, and teachers often struggle to find ways to use their refugee students’ native languages as resources that encourage the development of the native languages as well as academic language and literacy in the new language. This small-scale, exploratory project employed an innovative, five-day critical media literacy curricular unit, and then examined how it served as a context for native language and English literacy development. Participants were 14 adolescent newcomers to the U.S. from Somalia, Kenya, Djibouti, and Ethiopia, all speakers of Somali with limited or interrupted formal schooling experiences. Participants had varying but mostly beginning levels of print literacy skills; yet as recent migrants, most used social media to interact with others locally and globally, in multiple languages, oral and written. As described here, our efforts to foster peer-to-peer Somali language communication resulted in multilingual interaction across a range of social and academic purposes in the classroom. These research findings highlight how in-class use of social media analysis can serve to achieve multilingual and (critical) literacy learning aims. 相似文献
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Although migrant categorizations (e.g. “migrants”, “refugees”) are often conflated in political and academic discourse, they may be ascribed to different people and inspire different preferences in public opinion. Previous research in Western Europe has identified more positive attitudes toward “refugees” than toward “migrants” due to the legitimate need for international protection of “real refugees” compared to the perceived illegitimate claims by “economic migrants”. However, little evidence suggests that the same preference also exists in Eastern European countries that have historically received smaller numbers of refugees and had fewer frequent experiences with migrants and foreigners compared to West European countries. Moreover, the term “refugee” was intensively recategorized as “bogus” and de-legitimized in East European political discourse. To provide new evidence, we conducted a pre-registered comparative survey-based study with a sample of young Slovak adults (N = 873) to compare evaluations of three commonly used migrant categorizations in Slovakia -- “refugees”, “migrants”, and “foreigners” -- on multiple attitudinal and behavioural measures. In addition, we also tested the intergroup contact hypothesis about the relationship between participants’ evaluations and their experiences of direct, extended, and mass-mediated contact with these target groups. We found that “refugees” invoked less favourable feelings, attitudes, trust, and greater social distance compared to “migrants” and “foreigners”. These evaluations related to the valence (and less to the quantity) of participants’ experience of intergroup contact. These results challenge previous findings about public opinion preferences for “refugees” over “migrants”, support the intergroup contact hypothesis, and make a case for a more contextualized research. 相似文献
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This study examined educational aspirations and vocational identity formation among unaccompanied refugees in Norway. In Phase 1 we employed questionnaire data from 918 unaccompanied refugees to investigate the effects of demographic information, pre-migration trauma, mental health and acculturation-related factors on their educational aspirations. In Phase 2, data from Identity Status Interviews (ISI) with 29 participants was analyzed to obtain information about vocational identity status distribution and to examine core themes and contextual factors underlying their vocational choices. The findings from Phase 1 showed that none of the theoretically and empirically based included variables had a significant effect on their aspirations. Moreover, the overall regression model was non-significant. We discussed these findings in relation to the strong motivation among unaccompanied minors to create better lives for themselves than they could have in the countries they fled from, irrespective of their traumatic experiences and mental health problems. In Phase 2 the most important themes emerging from the ISIs revolved around age, time, and economics. The remedial education to bridge the pre-flight gap in formal education meant that the unaccompanied refugee youth entered upper secondary school at substantially older ages than their classmates. Their older ages then led them to prioritize economic considerations in making vocational choices, since the support from the Child Welfare Services is discontinued when they reach the age of majority. Consequently, most of them chose short vocational paths toward earning a living, rather than complex roads that led to the realization of their own long-term aspirations. This may have limited the social mobility of unaccompanied refugees. 相似文献
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This article examines the realities of war-affected youth living in Quebec, Canada, and in particular, their experiences and responses to education upon resettlement. In our qualitative study, using both in-depth interviews and focus groups, we queried 22 young people affected by war. Our thematic analysis describes the challenges youth faced in school after having experienced war-related trauma and migration. Despite existing international and national education frameworks, education policies and provisions are largely lacking and ill-equipped to support refugees’ unique needs. Youth felt that teachers and support staff tended to overlook young people’s pre-migratory lives, as well as post-migratory realities. To facilitate resettlement, war-affected refugee youth sought connections beyond school – in the form of peers, surrogate families, or community members from the same country of origin. These non-formal educational supports demonstrate youth’s agency, illustrating high bonding social capital. To support youth at the nexus of war, resettlement, and education, our findings point to the need for greater consideration of both pre-and post-migratory experiences, as well as for increased bridging and social capital to strengthen the linkages across student-school-community in ways that both build upon and respond to the strengths and challenges of war-affected children. 相似文献
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Chih-ming Wang 《Inter-Asia Cultural Studies》2019,20(2):238-256
ABSTRACTWorking through the entanglements of diaspora, national identification, and minority formation in the protracted aftermath of the Korean War, this article intends to take the dyadic subject of North Korean defector/refugee as an entry point for unpacking the rhetoric of freedom and salvation. Taking a cultural studies approach that regards literature as a terrain of political engagement for reconsidering the narratives of freedom in relation to the hierarchy of nationhood embedded in the protracted Cold War in Asia, I examine Krys Lee’s novel How I Became a North Korean (2016), an Asian American text that weaves together the story of an Asian American returnee with those of North Korean refugees in the North Korean-China borderland. Conflating refugee and returnee, Lee’s novel occasions an exploration of the ethics of co-presence that undergirded Asian American studies, to consider both the predicaments of North Korean refugees and the linkage between Asian America and Asia. Taking literature as a form of activism, this article furthermore seeks to reflect on the promise of activism by asking how the demands for the right for return may complicate the orthodox of humanitarian imagination, and render a moment for relational thinking beyond representation. 相似文献