Ahiska Refugee Families' Configuration of Resettlement and Academic Success in U.S. Schools

Autor/inn/en	Bal, Aydin; Arzubiaga, Angela E.
Titel	Ahiska Refugee Families' Configuration of Resettlement and Academic Success in U.S. Schools
Quelle	In: Urban Education, 49 (2014) 6, S.635-665 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085913481363
Schlagwörter	Refugees; Success; Relocation; Academic Achievement; Ethnography; Muslims; Urban Schools; Family Characteristics; Ideology; Multiple Literacies; Student Adjustment; Student Characteristics; Charter Schools; Semi Structured Interviews; Parent Surveys; Student Surveys; Teacher Surveys; Global Education; Personal Narratives; Foreign Countries; Elementary School Students; Russia; Turkey + Suchen Sie Ihr Suchwort? Flüchtling; Erfolg; Umsetzung; Schulleistung; Ethnografie; Muslim; Muslimin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ideologie; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Charter school; Charter-Schule; Schülerbefragung; Globales Lernen; Erlebniserzählung; Ausland; Russland; Türkei
Abstract	In this article, we report on an ethnographic study of figured worlds of resettlement and identities that Muslim refugee youth from the Russian Federation coconstructed in an urban school at the Southwestern U.S. border. In the school, multiple cultural-historical discourses came together within a global context: refugee families, a global Islamic movement, and deficit-oriented educational ideologies. Three empirically derived themes emerged: Glocal adaptation, multiple literacies, and sticking together. The overall impact of this study derives from two aspects of the analysis: The cultural-historical analysis of refugee resettlement and the hybrid identities of refugee students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10