Voices of Refugee Mothers: Navigating the Complexities of Supporting their Preschool Children’s Literacy Development

Boit, Rachel J.; Barnes, Amanda C.; Conlin, Dana; Hestenes, Linda L.

doi:10.1007/s10643-020-01028-6

Cited by 11 publications

(16 citation statements)

References 16 publications

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“…There is an agreement in research from around the world that parentsand especially their socioeconomic background, level of support, beliefs about education and prioritiescan play a key role in refugee girls' attendance and learning (e.g. Boit et al, 2020;Ndijuye & Rawat, 2019;Watkins et al, 2012;Sieverding et al, 2018). This study also found that many young women did not attend educational activities because their parentsand fathers in particular -would not allow it, due to the family's religious and/or cultural beliefs about girls' education, gender roles and what constitutes youth and adulthood.…”

Section: Educational Constraints For Young Refugee Womenmentioning

confidence: 99%

Allies, access and (collective) action: Young refugee women’s navigation of gendered educational constraints in Greece

Hunt

2021

DiGeSt - Journal of Diversity and Gender Studies

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Contrary to popular media tropes of the ‘young, lone, male refugee’ arriving at Europe’s borders, Greece has in fact seen a steady flow of young refugee women arriving since 2015. While many wish to engage in post-compulsory (15+) education, in order to gain valuable skills and enjoy new freedoms, various factors make it difficult to do so. Based on eight months of ethnographic fieldwork – involving semi-structured interviews with refugee youth (aged 15-25) and other stakeholders – this paper details young refugee women’s expressions of collective and relational agency as they navigate educational constraints. These constraints primarily stem from tensions in micro-level relationships with family, peers and teachers which result from, or are exacerbated by, the conditions of ‘unsettlement’. Young refugee women’s navigational tactics involved finding and shaping alternative learning opportunities, educating peers and leveraging collective strength. The paper concludes with implications and recommendations for gender-sensitive educational initiatives.s.

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Section: Educational Constraints For Young Refugee Womenmentioning

confidence: 99%

Allies, access and (collective) action: Young refugee women’s navigation of gendered educational constraints in Greece

Hunt

2021

DiGeSt - Journal of Diversity and Gender Studies

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“…There are different types of storytelling, such as oral and written storytelling, that enable families to sustain their heritage and identities (Perry, 2008;Shapiro & MacDonald, 2017;Strekalova-Hughes & Wang, 2019;Wofford & Tibi, 2018). Mothers usually play important roles as "storytellers" (Frantis & Cellio, 2011) whose stories mediate their children's literacy learning (Boit et al, 2020;Curenton et al, 2008;Ong'ayi et al, 2020). Scholars have also explored multimodal storytelling practices, which involve the interplay of linguistic (e.g., written words), visual (e.g., drawings), and communicative (e.g., gestures) modalities (Vasudevan et al, 2010;Wessel-Powell et al, 2016;Yang, 2012).…”

Section: Storytellingmentioning

confidence: 99%

Section: Theoretical Perspectivesmentioning

confidence: 99%

Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds

Cun

2023

Written Communication

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This article describes a qualitative study of how two ethnic Burmese families in the United States authored storybooks that included their children’s drawings and writings representing their families’ stories. The theoretical perspectives of storytelling and the social semiotics multimodal approach were utilized in this inquiry. The data included interviews, video recordings of the storybook-writing process, artifacts, and informal conversations. The data were collected when both families participated in the study together. The findings show that the children took the lead in authoring and composing their storybooks and carefully chose the topics for their drawings and writings and that the process was mediated through their mothers’ oral storytelling and conversations with siblings and friends. The findings suggest that schools and teachers need to incorporate multimodal storytelling into class activities and use storytelling to support children’s agency.

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“…appreciated in schools include cultural priority of education, work ethic philosophies, parental support level with homework, and ways of resolving conflicts [32]. The family environment of refugee students dramatically impacts their learning [40,41]. Parents' beliefs about education, socioeconomic class, parental education and work, and parental support in their child's learning appear to affect refugee students' learning process [34].…”

Section: Socio-cultural Needsmentioning

confidence: 99%

“…Parents' beliefs about education, socioeconomic class, parental education and work, and parental support in their child's learning appear to affect refugee students' learning process [34]. Remarkably, many refugee parents seemed to prioritize their children's education as a way to faster integrate into the local community [34,40]. On the other hand, in some groups of refugees, girls were dropping out or were denied access to education by their families because, in their cultural background, women are perceived to be the home caretakers [33,42].…”

Section: Socio-cultural Needsmentioning

confidence: 99%

An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

et al. 2020

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The mass influx of refugees into Europe since 2013 and their educational challenges have increased the need for high-quality refugee education. One proposal for addressing these challenges was to leverage mobile devices for educational purposes (mobile learning). Although significant research has been done in this field, mobile learning’s effectiveness on different social groups has yet to be explored. The present review paper aims to outline: (a) the factors that challenge refugee education, (b) the use of smart mobile devices by the refugee population, (c) the conflicting views about the effect of mobile learning in refugee education, and (d) the proposed characteristics for mobile refugee applications as found in the literature. A juxtaposition of refugee needs with the characteristics of mobile learning apps is attempted. By surveying the literature, the present paper concludes that mobile learning seems beneficial for refugees in two ways: providing refugees access to education and improving the quality of the provided refugee education. However, it is not a one-solution-fits-all regarding their education. At the end, future research proposals are included.

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Voices of Refugee Mothers: Navigating the Complexities of Supporting their Preschool Children’s Literacy Development

Cited by 11 publications

References 16 publications

Allies, access and (collective) action: Young refugee women’s navigation of gendered educational constraints in Greece

Allies, access and (collective) action: Young refugee women’s navigation of gendered educational constraints in Greece

Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds

An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

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