‘We came together on the idea of being “foreign”’: Teacher narratives for the teaching of immigrant and refugee youth

2021 ◽  
Author(s):  
Brooke Harris Garad
Keyword(s):  
Teacher Narratives ◽  
Refugee Youth ◽  
Immigrant And Refugee

Mental health practice with immigrant and refugee youth: A socioecological framework.

2020 ◽  
Author(s):  
B. Heidi Ellis ◽  
Saida M. Abdi ◽  
Jeffrey P. Winer
Keyword(s):  
Mental Health ◽  
Health Practice ◽  
Mental Health Practice ◽  
Refugee Youth ◽  
Socioecological Framework ◽  
Immigrant And Refugee

‘I Am Doing a Double Thing. It Is For Me and It Is For Her’

Young ◽  
2017 ◽  
Vol 26 (4) ◽  
pp. 332-347 ◽  
Author(s):  
Erwin Dimitri Selimos
Keyword(s):  
General Situation ◽  
New Host ◽  
Refugee Youth ◽  
Transitions To Adulthood ◽  
Continuity And Change ◽  
Making Sense ◽  
Migration Narratives ◽  
Future Selves ◽  
Intergenerational Links ◽  
Immigrant And Refugee

This article draws on 30 interviews conducted with newcomer immigrant and refugee youth in Canada to explore how they make sense of their migration and the consequences these meanings have on how they imagine their future selves. The article is based on the understanding that a key task of any immigrant is to negotiate the experiences of continuity and change indicative of the migration experience—a task that takes on unique contours for young immigrants who are simultaneously negotiating their transitions to adulthood. Analysis of the migration narratives of newcomer youth demonstrates that in making sense of their migration, young migrants draw on the general situation of their country of descent, their experiences of emigration and poignant intergenerational links to construct meaning of their lives in their new country of residence. These meanings orient their social actions and animate their life projects in their new host society.

scholarly journals The Open Studio: Exploring Immigrant and Refugee Youth Experiences of Belonging through Community-Based Arts Practice

2018 ◽  
Vol 10 (1) ◽  
Author(s):  
Leah B. Lewis ◽  
Heather McLeod ◽  
Xuemei Li
Keyword(s):  
Immigrant Students ◽  
Group Cohesiveness ◽  
Plain Language ◽  
Structured Interviews ◽  
Art Making ◽  
Refugee Youth ◽  
Collaborative Community ◽  
Adlerian Theory ◽  
Language Needs ◽  
Immigrant And Refugee

The Open Studio is a publicly accessible art-making space grounded in ideals of collaborative community development, Adlerian theory, social justice, and feminist thoughts. Our project involved visual art-making and exploring high school immigrant students’ experiences of inclusion and belonging. The purpose was to help immigrant and refugee youth to adapt to a city in Newfoundland, where newcomers often face an insider/outsider dynamic of disconnection. The Open Studio was structured along seven parameters: focus on intentional art-making; no judgmental commentary (positive or negative); non-evaluative in nature; no forced participation, including witnessing and sharing; and as importantly, participatory involvement of facilitators. The participant-planned and hosted final school exhibit contributed to learning, sharing, and group cohesiveness. A plain language needs assessment, semi-structured interviews, and focus group, were also used to generate data on how an Open Studio informs cultural experiences and feelings of integration and belonging.             Keywords:  Immigrant and refugee youth, art-making, belonging, integration

scholarly journals Teaching Human Rights from Below: Towards Solidarity, Resistance and Social Justice

2015 ◽  
Vol 103 ◽  
pp. 38-46 ◽  
Author(s):  
Melissa Canlas ◽  
Amy Argenal ◽  
Monisha Bajaj
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Research Collaboration ◽  
Public High School ◽  
Student Centered ◽  
Pedagogical Strategies ◽  
Refugee Youth ◽  
Cultural Wealth ◽  
Critical Pedagogies ◽  
Immigrant And Refugee

In this article, we discuss our approaches, pedagogies, and practices for a weekly human rights club that serves immigrant and refugee youth.  The research team is involved in a research collaboration with a public high school in a large urban area on the West Coast.  In this article, we discuss some of our curricular and pedagogical strategies and students’ responses to lesson plans and activities that aimed to build solidarity, resistance to dominant and assimilative narratives, and action towards social justice.  Our approach focuses on intersecting a transforamtive human rights perspective with the praxes of critical pedagogies and social justice.  This article discusses a radical approach to teaching Human Rights along three key themes: student-centered human rights pedagogy, cultural wealth and HRE, and students’ articulation of human rights language into action.  

scholarly journals Immigrant and Refugee Adolescents’ Resilient Adaptation: Who does well and why?

2020 ◽  
Vol 25 (1) ◽  
pp. 20
Author(s):  
Frosso Motti-Stefanidi ◽  
Vassilis Pavlopoulos ◽  
Nancy Papathanasiou ◽  
Stefanos Mastrotheodoros
Keyword(s):  
Psychological Symptoms ◽  
Scientific Evidence ◽  
Integrative Model ◽  
Social Psychological ◽  
Policy And Practice ◽  
Refugee Youth ◽  
Individual Level ◽  
Positive Adaptation ◽  
Resilience Framework ◽  
Immigrant And Refugee

Resilient adaptation of immigrant and refugee youth in receiving societies is consequential for the wellbeing of the youth and the prosperity of the receiving societies. Yet there is significant diversity in their adaptation. The central question addressed in this article is: “Who among immigrant and refugee youth do well and why?” To address this question, we present an integrative model for conceptualizing immigrant-youth resilience, which integrates developmental, acculturation, and social psychological perspectives. This resilience framework frames research on the basis of two key questions: First, what challenges immigrant youths’ adaptation? Second, what resources protect their positive adaptation? Accordingly, we present scientific evidence regarding the influence of immigration-specific challenges and contextual and individual-level resources on their positive adaptation. Extant evidence suggests that focusing on strengths and resilience, instead of on weaknesses and psychological symptoms, among immigrant and refugee youth may have significant implications for policy and practice.

Promoting Culturally Sensitive Strategies to Enhance Physical Education among Immigrant and Refugee Youth

2016 ◽  
pp. 347-365
Author(s):  
Jerono P. Rotich ◽  
Tiffany Fuller
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
United States Of America ◽  
The United States ◽  
Overweight And Obesity ◽  
Children And Youth ◽  
Refugee Children ◽  
Refugee Youth ◽  
Socially Responsive ◽  
Immigrant And Refugee

Given the prevalence of overweight and obesity among immigrant and refugee children and youth in America, there is a growing need for physical education, physical activity and sports professionals to incorporate culturally and socially responsive strategies into their programs and activities According to Ike-Chinaka (2013), obesity has been identified as a chronic disease that emerges among immigrant populations after they settled in the United States of America. This chapter will focus on the challenges of newly arrived immigrants and refugee youth, and determinants of participation in physical activity and sports. Additionally, the chapter offers some culturally and socially sensitive tips and strategies that professionals in physical education, physical activity and sports can incorporate into their programs and activities so as to increase the participation among newly arrived immigrants and refugee youth.

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