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1.
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   

2.
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   

3.
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   

4.
ABSTRACT

Against the impasse of despair in the public response to the refugee emergency, artistic interventions emerge to offer fleeting significant opportunities for restorative and reparative action. This article takes up conviviality as a conceptual tool to understand artistic interventions to the forced migration and asylum issues that variably aim for healing, empathy, and reflexivity. Drawing on comparative research consisting of interviews of artists in France, the United Kingdom, and the United States and textual analyses of their performances, we discuss specific motivations and diverse representational practices that aim to enact togetherness-in-difference. We discuss the potentials and risks of convivial artistic productions, which we argue produce a politics of endurance that, as Feldman has said, helps “people live better with circumstances they cannot change.”  相似文献   

5.
Some scholars specializing in racial issues attempt to explain ethnic “identity” and its awakening as the intrinsic logic that runs through Stuart Hall’s academic life. My paper disagrees with this explanation and finds three problems in it: first, it has not fully understood the applicable object of Hall’s politics of “identity,” thus it leads to the inappropriate employment of the theory; second, it does not fully recognize the involvement of Hall’s academic research, and exaggerates the effect of Hall's early experience on the development of his academic thoughts; third finally, there is a tendency to use essentialist reductionism in the attempt to find an essential Hall or the essence of Hall. I argue that one needs to comprehend three key words in order to understand the “guarantee-free” Hall, that is, “resistance,” “openness” and “articulation.” Therefore, if one wants to grasp Hall’s “identity,” one must go back to the social history and its evolving process where Hall existed.  相似文献   

6.
There is a burgeoning body of research about refugee youth that adopts a deficit approach by focusing on the problems and barriers youth encounter in adjusting culturally and academically to schools. Less research takes an asset approach through an examination of the strengths refugee youth bring to formal schooling and how these assets can be built upon to support academic achievement and cultural adjustment. In this article, we challenge these deficit notions, through examining the everyday spaces inhabited by Sudanese refugee youth living in regional New South Wales, Australia. Our research poses the question: what role do institutions outside school play in supporting Sudanese refugee youth as they move from one culture to another? The question is significant because little research has examined the role played by institutions outside school, e.g., church, youth groups and sporting associations in fostering the social and cultural capital required for refugee youth to integrate within the broader community, and to engage successfully in schooling. Drawing on Bourdieuian concepts of cultural and social capital and habitus, we suggest that religious affiliation enabled the young people to access social capital through “prosocial and proeducational moral directives” (Barrett, 2010; p. 467). Moreover, religious involvement provided refugee youth with access to socially legitimised forms of cultural capital. These forms of capital shaped the students’ habitus and contributed to school adjustment and achievement. We conclude that future research is needed to examine the role that church and other institutions outside school play in contributing to cultural and academic adjustment.  相似文献   

7.
ABSTRACT

This 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   

8.
Abstract

In this paper, I draw attention to the complexities and confusions in the shift in discourse and praxis from “culture industry” to “cultural industries” and then “creative industries.” I examine how this “creative turn” is fraught with challenges, highlighting seven issues in particular: (i) the difficulties in defining and scoping the creative industries; (ii) the challenges in measuring the economic benefits creative industries bring; (iii) the risk that creative industries neglect genuine creativity/culture; (iv) the utopianization of “creative labour”; (v) the risk of valorizing and promoting external expertise over local small- and medium-scale enterprises in the building of “creative industries”; (vi) the danger of overblown expectations for creative industries to serve innovation and the economy, as well as culture and social equity; and (vii) the fallacy that “creative cities” can be designed. I suggest that the move towards creative industries discourse represents a theoretical backslide, and raise the possibility that a return to “cultural industries” would be more beneficial for clarifying our theoretical understanding of the cultural sectors and the creative work that they do, as well as enabling better policymaking.  相似文献   

9.
ABSTRACT

This article develops and troubles existing approaches to visual self-representation in social media, questioning the naturalized roles of faces and bodies in mediated self-representation. We argue that self-representation in digital communication should not be treated as synonymous with selfies, and that selfies themselves should not be reductively equated with performances of embodiment. We do this through discussing “not-selfies”: visual self-representation consisting of images that do not feature the likenesses of the people who share them, but instead show objects, animals, fictional characters, or other things, as in the practices of #EDC (“everyday carry”) and #GPOY (“gratuitous picture of yourself”) on platforms such as Tumblr, Facebook, Instagram, and reddit. We present an account of self-representation as an emergent, recognizable, intertextual genre, and show that #EDC and #GPOY practices are best conceptualized as instances of self-representation.  相似文献   

10.
This study examines the linguistic and cultural intersections of recently arrived Somali Bantu refugee students in South Texas through the lens of border theory. The use of Spanish in the homes of refugee families is explored in addition to ways in which an educator used testimonios to honor students’ migration experiences. Findings show how specific approaches used in schools that affirm both the receiving communities’ and the new arrivals' local knowledge can have a lasting impact on literacy acquisition and resettlement experiences. Findings from this study also illuminate the potential impact of educators who develop a critical, inquiry stance by embedding multiple entry points for students to cross social, cultural, linguistic, and curricular borders in school.  相似文献   

11.
Immigrants face the challenge of obtaining culturally specific health information and adapting to a new healthcare system. Through qualitative content analysis, this study explores how Chinese immigrant mothers use the ethnic social media—WeChat to engage in health information sharing and coping with cultural differences in healthcare between the U.S. and China. Based on the data collected from one WeChat group in a metropolitan city in the northeastern U.S., Chinese immigrant mothers frequently discuss the topics of “doctors and hospitals,” “insurance and cost,” “medicine and treatment,” and “alternative health care.” They constantly compare Chinese health care beliefs and practices with western ones. They adopt various acculturation strategies to manage the cultural differences in healthcare beliefs, practices, and systems. We call for future research to further examine immigrants’ health information sharing via social media and consider acculturation as coping strategies or processes in the health communication context.  相似文献   

12.
“Culture” has tended to play a central role in the nomenclature and operationalization of popular frameworks for attending to matters of diversity in education. These frameworks include multicultural education, culturally responsive pedagogy, culturally relevant teaching, cultural proficiency, and cultural competence. In this article, I argue that too tight a focus on “culture,” the meaning of which remains intensely contested, stunts the possibility of real progress toward educational justice. As I will show, although some culture-centric frameworks are grounded in commitments to educational equity, they often are implemented in ways that essentialize marginalized students and mask the forms of structural injustice that feed educational outcome disparities. I argue for a new commitment to centering equity rather than culture in conversations and practices related to educational justice—recommending the equity literacy framework as one way to enact that commitment.  相似文献   

13.
This article starts with the “encounter” between feminists in the “International Symposium on Chinese Women and Visual Representation” and Chinese documentary filmmaker Xu Tong’s Wheat Harvest, and explores the viewpoints and standpoints of feminist actors. With the analysis of the similarities and differences between the independent documentary perspective and the feminist stance, the author elaborates more deeply on why Chinese female directors do not have the consciousness of “feminism.” China’s independent documentary shows how the issue of feminism in China is intertwined with China’s various complex socio-political issues. The way of Chinese documentary filmmaker as “living with the bottom rung” is a kind of practical behavior that seeks truth by integrating itself with it. This requires great courage and idealism, as well as social experience. The bottom layer is where the dark side of the society exists which is beyond the law and morality. The question raised is precisely how to promote the development of feminism and documentary together to work for an equal and just society itself. The more urgent task of Chinese feminism is how to rethink the relationship between the reality of China and feminism, and how to re-establish effective dialogue and cooperation with various critical forces in this society. In the historical perspective of the feminism development of China over one century, gender and women's issues have never existed in isolation, but have moved forward with various social and political movements. How to re-examine this historic heritage to face China's problems and crises today is an uncompleted answer that China's feminism must hand over.  相似文献   

14.
ABSTRACT

The 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   

15.
ABSTRACT

Due to budget constraints, schools in the United States have increasingly turned to community arts organizations for support. School-community arts partnership stakeholders collaborate because of shared missions to provide students with valuable arts learning experiences. Investigations of these initiatives indicate that these partnerships improve arts learning opportunities and increase public support and resources for arts education. However, not much is known about the experiences and perspectives of the arts organizations that participate in these partnerships. Coordinating collective efforts with a multitude of institutions and interests poses challenges. In this study, we examine survey data collected from arts organization administrators who participated in a large-scale school-community arts partnership initiative. We find that these organizations are generally positive about their impacts on students’ educational outcomes, but there is substantial variation in these views. We also find that organizations differ in their levels of support for these collective efforts. Sources of this variation appear to be attributable to organizations’ preexisting resources and extent to which they are established. While this difference in levels of support is potentially inevitable, we find evidence that the operations handled by the “backbone” organization, i.e. the initiative’s facilitators and overseers, can significantly influence organizations’ levels of support for these efforts. Organizations are more likely to support these collaborative efforts when they believe the backbone organization ensures transparency with initiative operations, provides regular, effective communication, and effectively resolves competing priorities.  相似文献   

16.
Colleges and universities in the United States and in other countries are admitting and educating an increasing number of international students. This trend creates both challenges and opportunities for modern higher education. While much of the early scholarship focused on understanding the various academic and social challenges faced by international students, both researchers and practitioners have recently shifted their focus to program development and assessment. This paper, then, examines a specialized first-year seminar course, which includes an out-of-class engagement component that allows international students to interact directly with host country peers. The course and the engagement component were designed to address the transitional academic and social needs of international students. More specifically, this is a report on a three-year study of cohorts of first-semester international students (N = 58) which examined the effectiveness of the specialized first-year seminar within a framework of intercultural communication. The results show that the program was not only a way to support students’ transition to the university, but also facilitated their development of intercultural communication competence.  相似文献   

17.
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   

18.
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19.
Since the term “transnational cinema” first appeared in 1997, most studies have focused on films epitomizing the logic of either profit maximization or ethnic affinity to explain phenomena such as the mainstreaming of Kung Fu movies. Yet, these two logics do not account for the entirety of the transnational projects that have been produced to date, hence the call for more studies on “trans-border patterns” that operate beyond both of them (Berry 2010, 123). In this article, we take up this call and approach the co-productions between China and Italy as exhibiting a “trans-border pattern” which satisfies interests beyond both the market and ethnic affinity. We trace the history of such a “pattern” back to the arrival of the Italian pioneer of Chinese cinema, Amerigo Lauro, in Shanghai in the early 1900s. We contextualize the productions of Michelangelo Antonioni’s Chung Kuo/China (1973), Giuliano Montaldo’s Marco Polo (1982) and Bernardo Bertolucci’s The Last Emperor (1987) to provide exemplary cases of a non-market oriented affinity between two culturally distinct nations: China and Italy. We conclude by suggesting that China has pursued transnational co-productions with European countries such as Italy to exercise a more productive control than censorship over the ways China is to be represented internationally.  相似文献   

20.
The literature argues that in global business communication the concept of “national culture(s)” is becoming obsolete because globalization leads to cultural convergence. This article argues that “national cultures” are not obsolete in global organizations. Two focus group interviews were conducted in a global corporation using folk perceptions as a framework. Employees were asked to discuss their work practices and agreed that uniform standards could not be used across cultures. The article concludes that, despite globalization, we do not see evidence of cultural assimilation in global employees’ work practices, but rather that stereotypes of national cultures are used to provide orientation.  相似文献   

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