Literaturnachweis - Detailanzeige
| Autor/in | Mosselson, Jacqueline |
|---|---|
| Titel | Masks of achievement. An experiential study of Bosnian female refugees in New York city schools. |
| Quelle | In: Comparative education review, 51 (2007) 1, S. 95-115Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Pädagogik; Jugend; Schule; Psychosoziale Arbeit; Integration; Flüchtling; Bosnien; New York, N.Y.; Nordamerika; USA |
| Abstract | Agencies and personnel working with refugees increasingly view schools as a central pillar for providing vital services that assist refugees in their survival and rehabilitation. The schooling of refugees has often been suddenly and violently curtailed by the onset of the emergency situations from which the refugees have fled. Experiences of war and flight deeply affect the psychological well-being of refugee youths. When refugees are resettled away from the refugee camps in neighbouring countries, they are often expected, even legally obliged in many countries, to enrol in schools in which they may find themselves at an academic, social, and emotional disadvantage. The school systems in their new host country may not be able to accommodate their often extensive needs. However, schools may, at the same time, be uniquely situated to offer key services for refugees. This article explores the gap between what schools can do and what refugees may need from schools by examining the experiences of a group of Bosnian young women refugees in New York City schools. The analysis explores how the refugees constructed their identities and social relations in an attempt to have schooling meet their psychological needs. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2007/4 |
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