Refugee families' experiences acculturating into the United States educational system

2008 ◽  
Author(s):  
Stacie J. Fraire ◽  
Timothy B. Smith
Keyword(s):  
United States ◽  
Educational System ◽  
The United States ◽  
Refugee Families

Social Work Education in the Federal Republic of Germany

1982 ◽  
Vol 25 (2) ◽  
pp. 2-13
Author(s):  
Jakob Braun
Keyword(s):  
United States ◽  
Social Work ◽  
Federal Republic ◽  
Educational System ◽  
Social Work Education ◽  
The United States ◽  
Federal Republic Of Germany ◽  
Work Education

This article describes social work education in the Federal Republic of Germany and how it is implemented in the Fachhochschulen, a type of profes sional school initiated in 1970/71. Following description of the educational system in Germany and the structural location of the Fachhochschulen consideration is given to curriculum and its organization within the Katholische Stiftungsfachho chschule in Munich as an example. Some comparisons are made to social work education in the United States.

Teaching globalisation in the social sciences

2017 ◽  
Vol 10 (3) ◽  
pp. 20-33
Author(s):  
Stacy Keogh George
Keyword(s):  
United States ◽  
Liberal Arts ◽  
The United States ◽  
Application Process ◽  
Refugee Families ◽  
The Social ◽  
Liberal Arts Institution ◽  
Social Empathy ◽  
Student Reactions ◽  
Refugee Experience

Abstract This article describes the incorporation of a refugee simulation into an upper-division sociology course on globalisation at a liberal arts institution in the United States. The simulation is designed to inform students of the refugee process in the United States by inviting participants to immerse themselves in refugee experiences by adopting identities of actual refugee families as they complete four stages of the refugee application process. Student reactions to the refugee simulation suggest that it is an effective tool for demonstrating the complexities of the refugee experience in the United States and for evoking social empathy.

Analyzing Burmese refugee children’s multimodal work

2020 ◽  
pp. 1-23
Author(s):  
Aijuan Cun
Keyword(s):  
United States ◽  
Literacy Practices ◽  
The United States ◽  
Refugee Children ◽  
Refugee Families ◽  
Video Recordings ◽  
Family Beliefs ◽  
Children's Literacy ◽  
Past Experiences ◽  
Family Literacy Practices

Abstract Researchers have investigated how family literacy practices can effectively support children’s literacy development in school. However, few studies have explored the lived experiences of Burmese refugee families in the United States. Utilizing a social semiotics multimodal perspective, this qualitative study examines how two Burmese refugee children made meaning by blending different modes. The data sources include video recordings, artifacts, and interviews. The findings illustrate three major themes that span time and space: family past experiences across global contexts, representation of current life experiences in the United States, and family beliefs carried across global contexts and Gawa’s dream for the future. The findings also show that the participants drew upon multimodal semiotic resources to create and share family storybooks. Implications include the importance of integrating multimodal perspectives into classroom learning and the possibilities of bridging home and school literacy.

School Reform: Equal Expectations on an Uneven Playing Field

2002 ◽  
Vol 12 (3) ◽  
pp. 317-336 ◽  
Author(s):  
Genniver C. Bell ◽  
Enid B. Jones ◽  
Joseph F. Johnson
Keyword(s):  
United States ◽  
Public Policy ◽  
School Reform ◽  
Educational Reform ◽  
Educational System ◽  
The United States ◽  
Educational Process ◽  
Playing Field ◽  
Comprehensive View ◽  
Real Change

Educational reform efforts in the United States have produced little sustainable results. Reformers are quick to impose standards and to label schools and the students they serve. Yet, they rarely acknowledge the serious inequities and inequalities found throughout the educational process. This article seeks to present a more comprehensive view of the collective disparities found in the American educational system, with the idea that “leaving no child behind” requires a serious attempt at leveling the playing field. Inherent in this presentation is the notion that reform efforts that produce real change must begin with public policy that acknowledges and removes the faults and errors of the system.

Falling Through the Cracks: Stress and Coping in Migration and Resettlement Among Marginalized Hmong Refugee Families in the United States

2020 ◽  
pp. 104438942090139
Author(s):  
Hyojin Im
Keyword(s):  
United States ◽  
Social Interactions ◽  
The United States ◽  
Stress And Coping ◽  
Coping Resources ◽  
Coping Capacity ◽  
Individual Interviews ◽  
Refugee Families ◽  
Refugee Community ◽  
And Coping

The marginalization process of refugees during resettlement has rarely been explored empirically due to the challenges in identifying and accessing the population. To understand how stress and coping throughout the migration and resettlement processes can result in marginalization in refugees resettled in the United States, this study conducted in-depth individual interviews with 16 homeless Hmong refugee families. The findings revealed how cumulated adversities eroded coping resources and how impeded coping capacity fuels social isolation and marginalization. In addition, an enclosed family support system tends to limit types of available help and social interactions and thus frustrates the use of diversified coping strategies that are critical to healthy acculturation. This study underscores the importance of expanded resettlement services that promote both formal and informal social supports and enhance balanced social integration of the refugee community.

Allied Commission for Austria

1948 ◽  
Vol 2 (2) ◽  
pp. 387-388
Keyword(s):  
United States ◽  
Electric Power ◽  
Educational System ◽  
The United States ◽  
The Other ◽  
Civil Aviation ◽  
System Control ◽  
Government Functions ◽  
High Commissioner ◽  
The Government

On January 16,1948, the United States High Commissioner for Austria (Keyes) proposed to the other members of the Allied Commission the restoration to the Austrian Government of numerous controls previously exercised by the Commission. To assist the Austrian Government in assuming such controls as soon as possible, the United States suggested that the Directorates of the Commission examine the controls within their spheres of authority and decide which might be passed to the government. Functions suggested for transfer under the United States proposal included: civil aviation; allocation of food and electric power; control of the movement and distribution of indigenous food supplies; control over travel into and out of Austria; administration of the educational system; control of the operation, arming and equipping of Austrian police and frontier control agencies; and internal and international communications. The United States also proposed a reduction of occupation costs and occupation forces and the abolition of censorship.

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