Re-bordering spaces of trauma: auto-ethnographic reflections on the immigrant and refugee experience in an inner-city high school in Toronto

Feuerverger, Grace

doi:10.1007/s11159-011-9207-y

Cited by 22 publications

(15 citation statements)

References 13 publications

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“…When future careers or educational opportunities cannot be envisioned or foreseen, students may not be able to self-sustain motivation for long. In such contexts, the role of teachers is therefore critical in creating an effective and diverse learning atmosphere with music, drawing, games, puzzle activities, collective sports activities, story-telling, and constructive plays in order to support students and motivate them in their learning (Feuerverger, 2011;Uguak, 2010).…”

Section: Discussionmentioning

confidence: 99%

Untitled

2020

INT J EDUC METHODOL

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In a situation where life is insecure and the future seems to hang by a thread, motivating students to learn a second language that has no immediate need in their daily lives could be challenging. This article explores the motivation to learn English as a second language of students and the use of motivational strategies of English teachers in one state of Myanmar, which has undergone civil wars for more than seventy years. Sequential explanatory mixed-method research was employed to investigate this complex phenomenon. Questionnaires, classroom observations, and semi-structured interviews were used to collect the data. A pleasantly surprised finding showed that the students could still remain a certain level of motivation to learn English amidst great hardship and fear in everyday life. As for the teachers' motivational strategies, most that were observed and reported did not tend to support students' autonomy. The findings lend support to previous studies on the effects of unstable sociopolitical situations on students and teachers and highlight the needs for effective teacher trainings for pre-service and in-service teachers in such areas.

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Section: Discussionmentioning

confidence: 99%

Untitled

2020

INT J EDUC METHODOL

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“…Yau (1995) found that there was a general consensus with respect to not being able to adequately meet the needs of the growing population of refugee students that resulted from a lack of information, training, awareness of who the refugee students were, availability and access to resources, engagement with parents, and a home-school connection. More recent studies by Kanu (2008) in Manitoba, MacNevin (2012) in PEI, Dachyshyn and Kirova (2011) in Western Canada, Stewart (2012), andFeuerverger (2011) in Toronto, have echoed Yau (1995) and Kaprielian-Churchill and Churchill's (1994) findings, suggesting that these challenges continue to be barriers in meeting the needs of refugee children in Canadian classrooms.…”

Section: Teacher Awareness and Supportsmentioning

confidence: 96%

Learning and Teaching With Loss: Meeting the Needs of Refugee Children Through Narrative Inquiry

Kovinthan

2016

Diaspora, Indigenous, and Minority Education

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Providing refugee students with a safe and welcoming classroom environment is critical for school success but largely dependent on teachers' knowledge, values, practices, and attitudes. This qualitative study juxtaposes the experience of one refugee students' experience in the school system and one beginning teachers' experience in working with and meeting the psychosocial and educational needs of refugee students in the classroom. Using narrative inquiry, from the perspective of a refugee student and a beginning teacher, this study identifies themes and key issues related to teaching refugee students. These experiences are compared to the current literature on refugee education to highlight the beliefs and values that teachers bring to their practice. Findings reveal that there are gaps in beginning teachers' knowledge about who refugees are, their experiences, and how best to support them in the classroom. Some teachers also held negative attitudes and perspective of refugee students and failed to develop a nuanced perspective of diversity and multiculturalism. This study also shows how narrative inquiry, in the formal of a personal history account, can be used as tool to surface, challenge, and overcome negative stereotypes, biases, and assertions that prevent teachers from effectively supporting their students.

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“…However, two out of three participating children, Elliott and Mason, lack visible encouragement and nurturing in regard to the relationships and places that pertain to the micro-systems that ultimately form their meso-system. Bronfenbrenner (1979) dictates that the more encouraging and nurturing these relationships and places are, the better the child will be able to develop healthily, grow-and develop learning happenings (Bronfenbrenner, 1979;Dewey, 2012;Feuerverger, 2011;Lpfö 98, 2010). Within this growth and development lies the child's ability to learn-and to find meaning in his pedagogical day (Feuerverger, 2011), something that when in the preschool setting, contrary to the parents and teachers' beliefs, was identified as absent from both Elliot's and Mason's relationships with their preschool.…”

Section: Finding 2: Meaningmentioning

confidence: 99%

Preschool and home partnerships in Sweden, what do the children say?

Yngvesson

Garvis

2019

Early Child Development and Care

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The Swedish preschool curriculum places strong emphasis on the homepreschool partnership and parent engagement in this regard is considered important for reasons such as promoting child well-being and a healthy development. The central target of inquiry of this study was thus to explores the three primary perspectives that interconnect in the preschoolhome partnership (child, parent, teacher) and applies this exploration in order to better understand what parent engagement in preschool means to the child. Central to the study was determining the child's position within the partnership, thus the theoretical framework of Bronfenbrenner's ecological systems theory was applied. Stories were collected through interviews which highlighted the interconnectedness of the three perspectives and analysed using story constellations. Through identifying harmonies and contradictions in the stories, the construct of children's, parents and preschool teachers understanding of parent engagement in the Swedish preschool has been investigated, shedding light on the child's sense of agency within the partnership. ARTICLE HISTORY

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Re-bordering spaces of trauma: auto-ethnographic reflections on the immigrant and refugee experience in an inner-city high school in Toronto

Cited by 22 publications

References 13 publications

Untitled

Untitled

Learning and Teaching With Loss: Meeting the Needs of Refugee Children Through Narrative Inquiry

Preschool and home partnerships in Sweden, what do the children say?

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