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 Resilience and Hope: Exploring Immigrant and Refugee Youth Experiences through Community-based Arts Practice

2021 ◽  
Vol 6 (2) ◽  
pp. 88-104
Author(s):  
Heather McLeod ◽  
Leah B. Lewis ◽  
Xuemei Li
Keyword(s):  
Well Being ◽  
Second Phase ◽  
Art Making ◽  
Community Based ◽  
Community Art ◽  
Refugee Youth ◽  
Essential Components ◽  
Youth Experiences ◽  
Local Students ◽  
Immigrant And Refugee

Community-based arts practice is programming that informs and fosters essential components of well-being and belonging, including resilience, community attachment via interpersonal connection and exchange as preventive to mental health stressors. Our Art Hive is in a centre-city high school with immigrant and refugee youth in St. John’s Newfoundland, where newcomers often face an insider/outsider dynamic of disconnection. The pop-up Art Hive is a publicly accessible and community-located art-making space grounded in Adlerian theory, collaborative community development, feminist thought, and social justice. Through a community-situated arts-based participatory process, we sought emergent themes. An earlier phase of our collaborative project involved visual art-making and exploring experiences of inclusion and belonging. A second phase of the project included some of the same youth and new members, adding local students invited by the immigrant and refugee youth. This phase explored resilience and hope as a feature of well-being and functioning and as having a relationship with immigrant and refugee youth experiences in smaller Canadian centres. The Art Hive, a form of community art therapy practice, is structured along seven social parameters: focus on intentional art-making, no critical commentary (positive or negative), non-evaluative in nature, no forced participation, witnessing, sharing, and participatory involvement of facilitators. The participant-planned and hosted final exhibit contributed to learning, sharing, and group cohesiveness. A focus group generated data on how the Art Hive informs cultural experiences and feelings of hope. 

Exploring the Settlement Experiences and Information Practices of Afghan Newcomer Youth in Toronto

2013 ◽  
Author(s):  
Lisa Quirke
Keyword(s):  
Canadian Journal ◽  
Ethnographic Study ◽  
Library Science ◽  
Award Winner ◽  
Structured Interviews ◽  
Full Paper ◽  
Refugee Youth ◽  
Information Practices ◽  
Immigrant And Refugee

This study examines the settlement experiences and information practices of recently-arrived Afghan immigrant and refugee youth in Toronto. As part of this ethnographic study, semi-structured interviews were conducted with seven Afghan youth between the ages of 18 and 28 who had lived in Canada for less than 10 years.Cette étude examine l’expérience d’emménagement et les pratiques informationnelles de jeunes immigrants et réfugiés afghans nouvellement établis à Toronto. Dans le cadre de cette étude ethnographique, des entrevues semi-structurées ont été effectuées auprès de sept jeunes afghans de 18 à 28 ans, établis au Canada depuis moins de 10 ans. ***Student to CAIS/ACSI Award Winner******Full paper in the Canadian Journal of Information and Library Science***

scholarly journals Practices and Approaches of Out-of-School Time Programs Serving Immigrant and Refugee Youth

2015 ◽  
Vol 10 (2) ◽  
pp. 72-87 ◽  
Author(s):  
Georgia Hall ◽  
Michelle V. Porche ◽  
Jennifer Grossman ◽  
Sviatlana Smashnaya
Keyword(s):  
Refugee Children ◽  
Structured Interviews ◽  
Refugee Youth ◽  
Support Mechanism ◽  
Healthy Development ◽  
Out Of School Time ◽  
Immigrant Background ◽  
School Time ◽  
Immigrant And Refugee ◽  
Out Of School

Opportunity to participate in an out-of-school time program may be a meaningful support mechanism towards school success and healthy development for immigrant and refugee children. This study extends existing research on best practices by examining the on-the-ground experiences of supporting immigrant and refugee youth in out-of-school time programs. Findings from semi-structured interviews with program directors in 17 Massachusetts and New Hampshire programs suggest a number of program strategies that were responsive to the needs of immigrant and refugee students, including support for the use of native language as well as English, knowing about and celebrating the heritage of the students’ homeland, including on staff or in leadership individuals with shared immigrant background, and giving consideration to the academic priorities of parents. The development of such intentional approaches to working with immigrant and refugee youth during the out-of-school time hours will encourage enrollment of, and enhance effectiveness with, this vulnerable population.

‘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 Bordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece

2021 ◽  
Vol 10 (11) ◽  
pp. 421
Author(s):  
Lucy Hunt
Keyword(s):  
Learning Opportunities ◽  
Refugee Crisis ◽  
Structured Interviews ◽  
Refugee Youth ◽  
Educational Decision ◽  
Migration Flows ◽  
A Site ◽  
The Impact ◽  
Educational Decision Making ◽  
State Responses

Greece has been a site of various crises in recent years: firstly, the financial crash of 2008; secondly, the ongoing ‘refugee crisis’, which peaked in 2015; and thirdly, the current COVID-19 pandemic. This paper addresses the first of these crises, and particularly how state responses to increased migration flows shape young refugees’ (aged 15–25) (re-)engagement with post-15 learning opportunities upon arrival in the country. It is based on semi-structured interviews with young refugees living in Thessaloniki, conducted as part of an ethnographic doctoral project on educational decision-making. The findings reveal that three key institutional bordering practices in Greece—namely the bordering of space (via encampment), time (via enforced waiting), and public services (via administrative barriers)—played central roles in young refugees’ (re-)engagement with post-15 education; often causing their dreams to be diverted or downgraded. However, with determination and the support of willing gatekeepers, refugee youth found ways to (re)construct adapted learning trajectories despite, and in response to, these arrival challenges.

scholarly journals Migración de estudiantes internacionales a Chile: Desafíos de la nueva educación públic

2021 ◽  
Vol 29 ◽  
pp. 68
Author(s):  
Jorge Alarcón-Leiva ◽  
Catalina Gotelli-Alvial
Keyword(s):  
International Students ◽  
Empirical Evidence ◽  
Educational System ◽  
Immigrant Students ◽  
Educational Institution ◽  
School Level ◽  
Classroom Teachers ◽  
Structured Interviews ◽  
Educational Management ◽  
New Public

The article addresses the problem of immigration of international students in the Chilean educational system, collecting empirical evidence regarding the challenges of directive management and pedagogical management that the process of installing the new public educational institution in Chile faces. In this framework, the objective of the work is to elaborate a typology of the forms of implementation of the migratory policy at the school level, of the procedures adopted by the educational management and, finally, of the teaching practices related to the inclusion of immigrants. For this purpose, the analysis is carried out, from the Grounded Theory perspective, of semi-structured interviews applied to directive teachers and classroom teachers of school establishments, regarding situations in the context of which they have had to attend to emerging needs from the presence of international immigrant students. Finally, it ends by underlining the need to move from the stage of respect for rights to that of full recognition of the dignity of international immigrants.

“What’s Going to Happen to Us?” Cultivating Partnerships with Immigrant Families in an Adverse Political Climate

2021 ◽  
Vol 91 (3) ◽  
pp. 293-318
Author(s):  
ADRIANA VILLAVICENCIO ◽  
CHANDLER PATTON MIRANDA ◽  
JIA-LIN LIU ◽  
HUA-YU SEBASTIAN CHERNG
Keyword(s):  
Immigrant Students ◽  
Immigrant Families ◽  
Parental Engagement ◽  
Public High Schools ◽  
Immigrant Community ◽  
Political Climate ◽  
Refugee Students ◽  
The Us ◽  
Immigrant And Refugee ◽  
K 12

With the increasing numbers of immigrant and refugee students across the US K–12 system, the xenophobia of the current political climate, and the effects of COVID-19 on the immigrant community, it is critical to examine schools that serve immigrant students and their families. Drawing on case studies of two public high schools that exclusively serve immigrant students, authors Adriana Villavicencio, Chandler Patton Miranda, Jia-Lin Liu, and Hua-Yu Sebastian Cherng examine how educators frame the current political context and how this frame informs their collective approach to engaging with and supporting families. The study finds that these schools shifted norms of parental engagement by proactively forging relationships with families, cultivating alliances with community partners, and mediating within families around challenges related to work and higher education to benefit the communities they serve. In so doing, these school actors have shifted the norms of parental engagement to center the perspectives, voices, and experiences of immigrant families.

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