Roots & Routes: A Re-Imagining of Refugee Identity Constructions and the Implications for Schooling

Autor/in	Mosselson, Jacqueline
Titel	Roots & Routes: A Re-Imagining of Refugee Identity Constructions and the Implications for Schooling
Quelle	In: Current Issues in Comparative Education, 9 (2006) 1, S.20-29 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Foreign Countries; Refugees; Immigrants; Adolescents; Females; Adjustment (to Environment); Urban Schools; Self Concept; Identification; Individual Development; Social Isolation; Models; New York; United States; Yugoslavia + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Immigrant; Immigrantin; Immigranten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Selbstkonzept; Identifikation; Identifizierung; Individuelle Entwicklung; Soziale Isolation; Analogiemodell; USA; Jugoslawien
Abstract	The ways in which refugees are assumed to adapt to United States society have serious consequences on their enjoyment and fulfillment in their schooling experiences. This is further compounded by the incorporation of refugees under a more general umbrella of "immigrant" studies. Here, excerpts are shared from an experiential study of fifteen adolescent Bosnian female refugees in New York City schools to articulate an alternative identity paradigm, "roots & routes," which captures the ways in which refugees consciously balance their ethnic and new national identities in understanding themselves, their lives, and how they represent themselves to others. This paradigm enables a more holistic view of refugee experiences in schools. It allows one to see the individual experiences of refugees who are often high academic achievers and assumed by their teachers to be "adapted" while actually still reporting relatively high rates of isolation. (Contains 1 table.) (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10