Language Policies, Identities, and Education in Refugee Resettlement

Autor/in	Feuerherm, Emily
Titel	Language Policies, Identities, and Education in Refugee Resettlement
Quelle	(2013), (222 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Davis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-3845-2
Schlagwörter	Hochschulschrift; Dissertation; Language Planning; Refugees; Ideology; Land Settlement; Educational Policy; Welfare Recipients; Educational Needs; Needs Assessment; Curriculum Design; English (Second Language); Language Proficiency; Poverty; Program Development; Foreign Countries; Interviews; Ethnography; Iraq + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sprachwechsel; Flüchtling; Ideologie; Siedlungsraum; Politics of education; Bildungspolitik; Sozialhilfeempfänger; Sozialhilfeempfängerin; Educational need; Bildungsbedarf; Bedarfsermittlung; Lehrplangestaltung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Armut; Programmplanung; Ausland; Interviewing; Interviewtechnik; Ethnografie; Irak
Abstract	This dissertation explores the creation and development of a community based language and health program for Iraqi refugees. The need for the program is contextualized by international, national and local policies of refugee resettlement, policies for language and education, and the interpretation of these policies on the ground. Ideologies evident in these policies stressing early self-sufficiency are contrasted to the lived experiences of refugees and the limited supportive resources available to them. The dissertation shows that a paradox exists between the discourses in policies and education, and the lived realities of refugee resettlement: refugees are viewed by policymakers as burdens on the state, yet the policies and programs as they are instituted ensure that most will rely on welfare rather than become self-sufficient. Additionally, Iraqi refugees' life history narratives are explored regarding emergent identities and positionings related to resettlement, which are then compared to the underlying ideologies of resettlement policies. The research on policies and identities is tied into the local development of the Refugee Health and Employment Attainment Program, and the building of its participatory curriculum. The dissertation outlines methods regarding participatory adult language program and curriculum building, and provides sample lessons for multiple levels of English proficiency. The research includes: critical discourse analysis of media articles, policies and educational resources; a critical interpretive approach to keywords in life history narratives; interviews regarding the linguistic and educational needs of newly arrived Iraqi refugees; and ethnographic field notes of the community-based language and health education program. The gap between refugees' needs, the resources available to them and the policies which maintain the status quo of poverty and disenfranchisement are challenged by a participatory orientation to program development. This research demonstrates that a participatory program can help bridge this gap and address the diverse and changing needs of refugees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01