From Deficit to Asset: Locating Discursive Resistance in a Refugee-Background Student's Written and Oral Narrative

Autor/inn/en	Shapiro, Shawna; MacDonald, Michael T.
Titel	From Deficit to Asset: Locating Discursive Resistance in a Refugee-Background Student's Written and Oral Narrative
Quelle	In: Journal of Language, Identity, and Education, 16 (2017) 2, S.80-93 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2016.1277725
Schlagwörter	Refugees; Resistance (Psychology); Personal Narratives; Experience; English Language Learners; Case Studies; Qualitative Research; Interviews; Autobiographies + Suchen Sie Ihr Suchwort? Flüchtling; Resistenz; Erlebniserzählung; Erfahrung; Case study; Fallstudie; Case Study; Qualitative Forschung; Interviewing; Interviewtechnik; Autobiography; Autobiografie; Autobiographie
Abstract	This article examines how a refugee-background student of Somali Bantu heritage employs linguistic resources to make sense of his experience with forced migration, resettlement, and formal education. Much of the educational research on refugee-background students (and other groups of English learners) propagates a deficit orientation in which educational gaps and challenges, rather than educational resources and potential, are the central focus. In contrast, this student's written and oral narratives construct a different identity, reframing his experience in terms of asset rather than deficit. Our discussion of asset discourse focuses on three central themes: agency, critical awareness, and contribution. This analysis suggests broader implications for research in educational linguistics and related fields. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01