Showing papers in "Bildhaan: An International Journal of Somali Studies in 2012"

Mental Health Problems and Healing among Somalis in Sweden

Abstract: Refugees are particularly at risk of mental health problems and they often have special needs that must be met if integration into the new country is to succeed.1 However, there is a lack of research that focuses on the refugees’ own perceptions and ideas about mental health.2 One of the largest refugee populations worldwide is the Somalis. It is estimated that more than a million have fled their country because of the civil war.3 Many Somalis in the diaspora experience anxiety, marginalization, and mental health problems. At the same time, few make use of biomedical health services when suffering. Moreover, there exists a certain mistrust of the biomedical health sector.4 In addition, many Somalis turn to non-Western healing practices when suffering from episodes of ill health.5 Somalis in the diaspora have depression and anxiety related to war, the loss of family members, and afflicting spirits known as jinni or jinn.6 This essay examines ideas and experiences of mental health problems among Somali refugees in Sweden. It explores these issues from an anthropological perspective by emphasizing people’s own words about illness, healing, and well-being. In so doing, the article adds to the knowledge about how Somalis in the diaspora conceptualize and respond to mental illness.

Diaspora, memory, and ethnic media: media use by Somalis living in Canada

Abstract: In the United States, numerous studies have reported a significant increase in the use of ethnic media and their audiences.2 However, the area of research studying ethnic media, located at the intersection of media, minorities, and immigration, remains underdeveloped in Europe,3 which could explain the existing confusion about the concepts of “community media” and “ethnic media.” In France, instead of the concept of “ethnicity,” an elaborate list of euphemisms was constructed to serve as a semantic repertoire describing the same phenomenon,4 even though the phenomenon in question has been extensively defined.5 This confusion seems to be a product of disinterest on the part of the social sciences in France in the studies of minorities and interethnic relations, a phenomenon that involves multiple factors.6 Therefore, it appears pertinent to clarify these ambiguities. Ethnic media and community media are used in conjunction with three developments: international migration, increased privatization and commercialization of public spaces, and, lastly, the development of information and communication technologies. The development of community media is linked to the rise in privatization and commercialization of public spaces. Operating from the margins of mainstream media, community media offer a third voice in the mass-media system, after the private and public sectors.7 Ethnic and alternative media are also located in this third category.

The Ohio State University K-12 Teacher Somali Workshop Project

Abstract: In July 2009, the Ohio State University held its first weeklong intensive teacher workshop on Somali history, language, and culture. The workshop was the heart of a larger project to create resources for educators who work with Somali children, youth, and families. Over the course of a year the authors developed the workshop in collaboration with sponsoring agencies;1 Somali Studies scholars; local school district teachers and administrators; and local Somali artists, educators, students, and community organizers. The workshop was designed to provide an overview of Somali history, language, and culture while focusing on topics that were identified by stakeholders and by the authors as particularly relevant to educational practice. In this article, the organizers of the OSU K–12 Teachers Somali Workshop Project trace its developmental trajectory, describing the development, delivery, and digital documentation and dissemination of the workshop. While our efforts to take a collaborative, communitybased approach yielded a rich workshop with significant investment by many stakeholders, problems arose about issues of representation in terms of content, presenters, participants, and venue. We conclude with a discussion of plans for the future, including improvements in workshop design and delivery, expansion of the website, and the integration of digital resources and face-to-face workshops. The goal in writing this article is three-fold: (1) to initiate discussion of how teacher workshops and related outreach efforts unfold in the context

E Pluribus Unum: 21st-Century Citizenship and the Somali-American Experience

Abstract: This moment in American history represents a confluence of major national and international events almost unparalleled in modern history. The United States faces two major wars, a massive and seemingly intractable recession that has robbed many of its citizens of their livelihoods and savings, and a sclerotic system of American government that seems to have lost its ability to take on and overcome big challenges for the good of the American people. Internationally, the “Arab Spring” in the Middle East has led to the toppling of feckless dictators and a move toward democracy in Egypt. However, it has also led to the deaths of thousands of civilians, further political repression in certain parts of the region, and a civil war in Libya, which also features military action by NATO and the United States and its Arab and Western allies. This chaotic and troubling time presents numerous challenges for the United States and the world. In this tumultuous time, many American citizens have looked to national leaders to help make sense of the challenges facing their country. In particular, many have looked to President Obama for solace, recalling that he campaigned on a theme of hope, change, and renewal. At a mourning gathering for the victims of the tragedy in Tucson, Arizona, President Obama said this about Christina Green, a third grader who was killed in the attack: