This article analyzes the emotional lives of Syrian refugee mothers in the first year of their recent resettlement in Canada. Drawing on two waves of interviews with 41 newcomer mothers, we find three main affective themes in their resettlement narratives: gratitude, discontent, and dissent. Together, they capture a reality we term the fragile obligation, which reflects coexisting conditions of migratory indebtedness, disappointment, and critique. Inspired by foundational work in Critical Refugee Studies and Asian American/Ethnic Studies, centering refugee affect holds promise for revising dominant scholarly theories of immigrant integration, assimilation, and belonging from migrants’ perspectives in an era of widespread backlash, especially against Syrian and MENA/Muslim immigrants and refugees. By identifying complex post-migration affective states like the fragile obligation, researchers can help build more effective policies and practices to support Syrians and other forced migrants.
This article reflects upon three developments emergent from a feminist approach in research with Syrian newcomer mothers in Toronto, Canada. First, a feminist approach shapes how the authors build their research team and facilitate internal meetings as a diverse, multigenerational group open to learning from others. Second, a feminist approach requires that the authors center mothers’ words through the critical practice of ensuring shared Arabic language and local knowledge in the research process. The authors offer excerpts in Arabic and English from participants’ narratives to describe how giving nuance to multiple forms of expression is key to a feminist practice of translation. Third, the authors describe how this approach opens their project to involve a range of participatory-action activities driven by the voices and desires of participants. The authors end by summarizing their ethical and methodological practices in light of inequalities at the intersection of citizenship status, class, nation, race, and other categories of asymmetrical power. These inequalities shape the authors’ attempts to reorganize conventional participant-researcher and student-faculty dynamics in their work together.
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