Perspectives of Children from Refugee Backgrounds on Their Family Storytelling as a Culturally Sustaining Practice

Autor/inn/en	Strekalova-Hughes, Ekaterina; Wang, X. Christine
Titel	Perspectives of Children from Refugee Backgrounds on Their Family Storytelling as a Culturally Sustaining Practice
Quelle	In: Journal of Research in Childhood Education, 33 (2019) 1, S.6-21 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2018.1531452
Schlagwörter	Refugees; Story Telling; Culturally Relevant Education; Critical Theory; Race; Teaching Methods; Land Settlement; African Culture; Native Language; African Languages; Language Skill Attrition; Sibling Relationship; Literacy; Barriers; Educational Environment; Correlation; Cultural Context; Family (Sociological Unit); Cultural Background; Preschool Children; Elementary School Students; New York + Suchen Sie Ihr Suchwort? Flüchtling; Kritische Theorie; Rasse; Abstammung; Teaching method; Lehrmethode; Unterrichtsmethode; Siedlungsraum; Africa; Culture; Afrika; Kultur; Language; Languages; Sprachen; Afrikanische Sprache; Sprachverfall; Sibling relations; Geschwisterbeziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Familie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Foregrounding the lived experiences and voices of children from refugee backgrounds, the authors adapted culturally sustaining pedagogy and refugee critical race theory frameworks to investigate how Nepali, Somali, and South Sudanese children from refugee backgrounds whose families resettled in western New York perceive family storytelling. The authors analyzed their perspectives based on interviews of siblings following family storytelling at their houses. The authors found that the children in this study intuitively identified unique ways of family telling stories (e.g., remembering and repeated storytelling, narrative structure, and performative nuances) and internalized family storytelling as an important culturally and linguistically sustaining practice. In addition, the children made powerful connections between family and school storytelling practices (e.g., suggesting cross-cultural literacy strategies, identifying common genres, and noticing similar values taught at both settings). However, they also identified challenges to incorporating family storytelling at school, including the loss of native languages and the need for more knowledge of the stories' cultural context among peers. The authors draw implications for culturally sustaining pedagogy and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01