Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

Abstract

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

Seen Yet Unseen: A Case of Human Trafficking at Harris High School

“…Educational leadership research documents international and domestic student and familial displacement patterns, and connections to policy, practice, and local communities. Among other topics, such research examines adolescent immigrant language education, leader apathy, unaccompanied minor status (Bennett & Jaradat, 2011; Cortez et al, 2012; López & Fernández, 2020), and culturally responsive practices and refugee resettlement (Akay & Jaffe-Walter, 2021; Brion, 2021). Research on topically relevant equity-oriented and social justice leadership praxis also exists (Elfers & Stritikus, 2014; Marx & Larson, 2012; Scanlan & López, 2012; Theoharis & O’Toole, 2011).…”

New Country, New School: Recognizing and Supporting Afghan Families’ Cultural and Religious Practices in U.S. Schools

“…Finally, leaders must prepare to counter xenophobic and anti-immigrant discourses (Akay & Jaffe-Walter, 2021; Crawford, 2017). The case narrative above presents only one of many situations that can arise during the integration of newcomer students in U.S. classrooms.…”