Iraqi Refugee Students: From a Collection of Aliens to a Community of Learners--The Role of Cultural Factors in the Acquisition of Literacy by Iraqi Refugee Students with Interrupted Formal Education.

Journal Article•

Iraqi Refugee Students: From a Collection of Aliens to a Community of Learners--The Role of Cultural Factors in the Acquisition of Literacy by Iraqi Refugee Students with Interrupted Formal Education.

01 Jan 2010-Multicultural Education (Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com)-Vol. 17, Iss: 3, pp 2-14

About: This article is published in Multicultural Education.The article was published on 2010-01-01 and is currently open access. It has received 121 citations till now. The article focuses on the topics: Refugee & Literacy.

...read moreread less

Content maybe subject to copyright Report

Citations

PDF

Open Access

More filters

Journal Article•DOI•

Confronting the Marginalization of Culturally Responsive Pedagogy

[...]

Christine E. Sleeter¹•Institutions (1)

California State University, Monterey Bay¹

28 Feb 2012-Urban Education

TL;DR: In the last two decades, attention to culturally responsive, multicultural approaches to teaching have largely been supplanted by standardized curricula and pedagogy that derive from standardized curriculum.

...read moreread less

Abstract: Globally, over the last two decades, attention to culturally responsive, multicultural approaches to teaching have largely been supplanted by standardized curricula and pedagogy that derive from ne...

...read moreread less

552 citations

Cites background from "Iraqi Refugee Students: From a Coll..."

...Several small-scale studies connect culturally responsive pedagogy with student engagement, reasonably suggesting that academic learning follows engagement (e.g., Copenhaver, 2001; Hill, 2009; Nykiel-Herbert, 2010; Rodriguez, Jones, Pang, & Park, 2004; Thomas & Williams, 2008)....
[...]
...Writing about this limited view of culturally responsive pedagogy, Nykiel-Herbert (2010) noted, “One of the major reasons why minority students in general, and immigrant newcomers in particular, perform poorly in schools is that their home cultures, while being ‘celebrated,’ are not sufficiently utilized as a resource for their own learning” (p....
[...]
...Writing about this limited view of culturally responsive pedagogy, Nykiel-Herbert (2010) noted, “One of the major reasons why minority students in general, and immigrant newcomers in particular, perform poorly in schools is that their home cultures, while being ‘celebrated,’ are not sufficiently…...
[...]

Journal Article•DOI•

The Theory and Practice of Culturally Relevant Education A Synthesis of Research Across Content Areas

[...]

Brittany Aronson¹, Judson Laughter²•Institutions (2)

Miami University¹, University of Tennessee²

01 Mar 2016-Review of Educational Research

TL;DR: The authors presented a synthesis of research connecting culturally relevant education to positive student outcomes across content areas, with the hope that this synthesis will be useful to educational researchers, parents, teachers, and education leaders wanting to reframe public debates in education away from neoliberal individualism.

...read moreread less

Abstract: Many teachers and educational researchers have claimed to adopt tenets of culturally relevant education (CRE). However, recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this synthesis of research, we sought examples of research connecting CRE to positive student outcomes across content areas. It is our hope that this synthesis will be a reference useful to educational researchers, parents, teachers, and education leaders wanting to reframe public debates in education away from neoliberal individualism, whether in a specific content classroom or in a broader educational community.

...read moreread less

485 citations

Journal Article•DOI•

Learning Problems in Children of Refugee Background: A Systematic Review

[...]

Hamish Graham¹, Hamish Graham², Ripudaman Minhas³, Ripudaman Minhas⁴, Georgia A Paxton² - Show less +1 more•Institutions (4)

University of Melbourne¹, Royal Children's Hospital², University of Toronto³, St. Michael's Hospital⁴

01 Jun 2016-Pediatrics

TL;DR: This review provides a summary of published prevalence estimates for learning problems in resettled refugee children, highlights key risk and resource factors, and identifies gaps in research.

...read moreread less

Abstract: CONTEXT: Learning problems are common, affecting up to 1 in 10 children. Refugee children may have cumulative risk for educational disadvantage, but there is limited information on learning in this population. OBJECTIVE: To review the evidence on educational outcomes and learning problems in refugee children and to describe their major risk and resource factors. DATA SOURCES: Medline, Embase, PubMed, Cumulative Index to Nursing and Allied Health Literature, PsycINFO, and Education Resources Information Center. STUDY SELECTION: English-language articles addressing the prevalence and determinants of learning problems in refugee children. DATA EXTRACTION: Data were extracted and analyzed according to Arksey and O’Malley’s descriptive analytical method for scoping studies. RESULTS: Thirty-four studies were included. Refugee youth had similar secondary school outcomes to their native-born peers; there were no data on preschool or primary school outcomes. There were limited prevalence data on learning problems, with single studies informing most estimates and no studies examining specific language disorders or autism spectrum disorders. Major risk factors for learning problems included parental misunderstandings about educational styles and expectations, teacher stereotyping and low expectations, bullying and racial discrimination, premigration and postmigration trauma, and forced detention. Major resource factors for success included high academic and life ambition, “gift-and-sacrifice” motivational narratives, parental involvement in education, family cohesion and supportive home environment, accurate educational assessment and grade placement, teacher understanding of linguistic and cultural heritage, culturally appropriate school transition, supportive peer relationships, and successful acculturation. LIMITATIONS: Studies are not generalizable to other cohorts. CONCLUSIONS: This review provides a summary of published prevalence estimates for learning problems in resettled refugee children, highlights key risk and resource factors, and identifies gaps in research.

...read moreread less

163 citations

Journal Article•DOI•

Cognitive assessment of refugee children: Effects of trauma and new language acquisition

[...]

Ida Kaplan, Yvonne Stolk, Madeleine Valibhoy, Alan Tucker¹, Judy Baker - Show less +1 more•Institutions (1)

La Trobe University¹

01 Feb 2016-Transcultural Psychiatry

TL;DR: There is a major need for longitudinal research on refugee children’s learning and academic performance and on interventions that will close the academic gap, thereby enabling refugee children to reach their educational potential.

...read moreread less

Abstract: Each year, approximately 60,000 children of refugee background are resettled in Western countries. This paper reviews the effects of the refugee experience on cognitive functioning. The distinctive influences for these children include exposure to traumatic events and the need to acquire a new language, factors that need to be considered to avoid overdiagnosis of learning disorders and inappropriate educational placements. Prearrival trauma, psychological sequelae of traumatic events, developmental impact of trauma, and the quality of family functioning have been found to influence cognitive functioning, learning, and academic performance. In addition, the refugee child may be semiproficient in several languages, but proficient in none, whilst also trying to learn a new language. The influence that the child's limited English proficiency, literacy, and school experience may have on academic and test performance is demonstrated by drawing on the research on refugees' English language acquisition, as well as the more extensive literature on bilingual English language learners. Implications for interventions are drawn at the level of government policy, schools, and the individual. The paper concludes with the observation that there is a major need for longitudinal research on refugee children's learning and academic performance and on interventions that will close the academic gap, thereby enabling refugee children to reach their educational potential.

...read moreread less

152 citations

Cites background from "Iraqi Refugee Students: From a Coll..."

...Refugee children are also among the ELLs who are disproportionately being referred for cognitive assessment of a possible learning disorder, and who (as noted above) are overrepresented in special education settings (Mehmedbegović, 2012; Nykiel-Herbert, 2010; Paradis, 2010)....
[...]
..., 2006); they may come from a predominantly oral culture without a written language (Burgoyne & Hull, 2007), or from oppressed minority groups whose culture and language have been suppressed (Nykiel-Herbert, 2010; Roy & Roxas, 2011)....
[...]
...Refugee children are also among the ELLs who are disproportionately being referred for cognitive assessment of a possible learning disorder, and who (as noted above) are overrepresented in special education settings (Mehmedbegović, 2012; Nykiel-Herbert, 2010; Paradis, 2010)....
[...]
...…because of ongoing war and conflict (Blommaert, 2009; Brown et al., 2006); they may come from a predominantly oral culture without a written language (Burgoyne & Hull, 2007), or from oppressed minority groups whose culture and language have been suppressed (Nykiel-Herbert, 2010; Roy & Roxas, 2011)....
[...]

Journal Article•DOI•

Refugee education in countries of first asylum: Breaking open the black box of pre-resettlement experiences

[...]

Sarah Dryden-Peterson¹•Institutions (1)

Harvard University¹

01 Jul 2016-Theory and Research in Education

TL;DR: The authors examines the educational experiences of refugee children, which to date have constituted a "black box" in their post-resettlement education and argues that contemporary conditions of conflict usefully inform conceptual understanding of refugee education globally, including the types of schools that refugees access in countries of first asylum and their rates of access.

...read moreread less

Abstract: The number of refugees who have fled across international borders due to conflict and persecution is at the highest level in recorded history. The vast majority of these refugees find exile in low-income countries neighboring their countries of origin. The refugee children who are resettled to North America, Europe, and Australia arrive with previous educational experiences in these countries of first asylum. This article examines these pre-resettlement educational experiences of refugee children, which to date have constituted a ‘black box’ in their post-resettlement education. Analysis is of data from the United Nations High Commissioner for Refugees, key informant interviews in 14 countries of first asylum, and ethnographic fieldwork and interviews in four countries. The article argues that contemporary conditions of conflict usefully inform conceptual understanding of refugee education globally, including the types of schools that refugees access in countries of first asylum and their rates of access....

...read moreread less

147 citations

Cites background from "Iraqi Refugee Students: From a Coll..."

...…proficiency, and they need support to learn English, or other resettlement country languages of instruction in the cases of Sweden and Norway, for example (Brown et al., 2006; Fennelly and Palasz, 2003; McBrien, 2005; Nykiel-Herbert, 2010; Prior and Niesz, 2013; Walker-Dalhouse and Dalhouse, 2009)....
[...]

Collapse

Iraqi Refugee Students: From a Collection of Aliens to a Community of Learners--The Role of Cultural Factors in the Acquisition of Literacy by Iraqi Refugee Students with Interrupted Formal Education.

Citations

Cites background from "Iraqi Refugee Students: From a Coll..."

Cites background from "Iraqi Refugee Students: From a Coll..."

Cites background from "Iraqi Refugee Students: From a Coll..."

Related Papers (5)