scholarly journals Recurring Displacement, Homemaking and Solidarity amongst Syrian and Palestinian Syrian Refugees in Turkey

2021 ◽  
Vol 16 (1) ◽  
pp. 32-48
Author(s):  
Nell Gabiam
Keyword(s):  
Participant Observation ◽  
English Teacher ◽  
Syrian Refugees ◽  
Community Centre

This article focusses on Al-Nur, a community centre in Istanbul, Turkey, that caters to Syrian and Palestinian Syrian refugees. It is based on five months of fieldwork conducted in the winter and spring of 2017 in Turkey that included participant observation as a volunteer English teacher at Al-Nur. A focus on the philosophy that guides Al-Nur’s functioning as a community centre as well as on the stories of displacement of some of its managers and volunteers sheds light on the importance of being able to (re)create home in exile. Such a focus also sheds light on how repeated displacement has shaped Palestinian Syrian refugees’ experiences of exile from Syria as well as their interactions with Syrian refugees.

scholarly journals Conflitos macroculturais e a sala de aula de língua inglesa

2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Helen Betane Ferreira ◽  
Dilys Karen Rees
Keyword(s):  
Public School ◽  
Participant Observation ◽  
Video Recording ◽  
Intercultural Dialogue ◽  
Ethnographic Research ◽  
English Teacher ◽  
Cultural Meanings ◽  
Research Directions ◽  
Data Analyses ◽  
Field Notes

Resumo O presente artigo visa analisar o diálogo intercultural que ocorre em uma sala de aula de língua inglesa de uma escola pública da Rede Municipal de Ensino de Goiânia, capital do Estado de Goiás. Por se tratar de um estudo de cunho etnográfico, foram utilizadas as seguintes técnicas de geração de dados: a observação-participante, anotações de campo e gravações em vídeo. A partir desses instrumentos, procuramos, por meio da análise dos domínios culturais sugerida por Spradley (1980), interpretar os sentidos e os valores que os participantes atribuem às suas ações e às ações dos outros, como questionam seus papéis sociais e interpretam valores macroculturais de acordo com a sua própria microcultura. A análise dos dados demonstrou que o diálogo intercultural entre professora e alunos ocorre via embates. Também foi possível identificar os diferentes significados culturais que a sala de aula tem para a professora e para os alunos. Palavras-chave: interculturalidade – macro e microculturas – etnografia – inglês- escola pública   Abstract This article discusses the intercultural dialogue between an English teacher and her students from a public school in Goiânia. It is a qualitative study based on ethnography in which the following instruments of generating data were used: participant observation, field notes and video recording. All the data are discussed following the ethnographic research directions and the domain analyses theory suggested by Spradley (1980).  Through the cultural domains, it was possible to identify how the participants interpret theirs and others’ actions, how they question their social roles and interpret some macrocultural values according to their own microculture. The data analyses demonstrated how  the intercultural dialogue between the teacher and her students is conflicted. In addition, it was possible to identify the different cultural meanings teacher and students give to the classroom. Keywords: intercultural dialogue – macro and microcultures - ethnography – English – public school

scholarly journals Investigating self–settled Syrian refugees’ agency and informality in southern cities greater Cairo: a case study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marwa Sobhy Montaser
Keyword(s):  
Participant Observation ◽  
Change Agents ◽  
Syrian Refugees ◽  
Content Type ◽  
Urban Refugees ◽  
Greater Cairo ◽  
Informal Practices ◽  
Host Government ◽  
Depth Interviews

Purpose This paper aims at contributing to our understanding of how self-settled Syrian refugees (registered and non-registered) use informal practices to forge their non-political agency and how this agency could be considered as political acts. Design/methodology/approach This paper was conducted per the qualitative data analysis (in-depth interviews and participant observation), attributed to the critical ethnographic approach, through which refugees’ everyday struggle is explored, additionally, that was incorporated with the analysis of Syrians’ Facebook groups and formal sources. Findings The research paper concluded that everyday struggle strategies are considered as political acts by acquiring rights that many self-settled Syrian refugees are stripped of by international humanitarian agencies and host government. Hence, registered and unregistered refugees equally forge what is called “informal citizenship” through their presence via a blend of agency forms ranging from hidden agency to explicit one and via their incorporating into the informal contexts, leading them to carve a position of semi-legality that help them to circumvent the formal structural hardship. Originality/value This paper endeavors to study how urban refugees as change agents can convert their illegal presence to “probably refugeeness” to unsettle the prominent recognition of them as illegal non-citizens in southern cities.

Forced migration, citizenship, and space: the case of Syrian Kurdish refugees in İstanbul

2016 ◽  
Vol 54 ◽  
pp. 77-95 ◽  
Author(s):  
Gülay Kılıçaslan
Keyword(s):  
Participant Observation ◽  
Forced Migration ◽  
State Policies ◽  
Urban Spaces ◽  
Right To The City ◽  
Nation State ◽  
Syrian Refugees ◽  
The Everyday ◽  
The Right ◽  
The City

AbstractThe influx of hundreds of thousands of people from Syria to Turkey, especially into major cities such as İstanbul, together with the Turkish government’s policies towards Syrian refugees, has led to various changes in urban spaces. This article has a twofold objective: it examines and discusses the everyday lives of these refugees with regards to the processes and mechanisms of their exclusion and inclusion in İstanbul, while employing a multiscalar analysis of migration in terms of combining nation-state policies of migration, citizenship, space, and the concept of the “right to the city.” Relying upon interviews and participant observation in the Kanarya and Bayramtepe neighborhoods of İstanbul between 2011 and 2015, I outline the ways in which Syrian Kurdish refugees have been actively transforming İstanbul’s peripheries through their interactions with the Kurds who were forcibly displaced from their rural homes in southeastern Turkey in the 1990s.

scholarly journals INDONESIAN RURAL EFL TEACHER’S STRATEGY IN TEACHING HIGHER ORDER THINKING SKILLS

2021 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Novita Silta Pasutri ◽  
Bukhori Bukhori ◽  
Helmiati Helmiati
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Lesson Plan ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Objectives ◽  
English Teacher ◽  
Higher Order Thinking Skills

This research aims to explore the rural teacher’s strategy in teaching Higher Order Thinking Skills based on the 2013 curriculum. By using qualitative approach, the researchers collect the data employs non-participant observation in the teaching and learning process, interviewed the English teacher, also documents by collecting the lesson plan made by one of the English teacher in one of Junior High School in Gaung District. The result of this research showed that the teacher used determining learning objectives with the eight characteristics of the lesson plan for 2013 curriculum, teach through questioning with LOTS questions, practice before assessment but it’s not effective, also provide assessment and feedback to develop students’ Higher Order Thinking Skills. The researchers also found that the teacher miss the step of review, refine and improve because she did not collect the students’ feedback. Based on the finding above, the researchers conclude that the teacher has been trying to do the steps to develop the students’ HOTS, but the development of HOTS in the rural area is not reach the expectation of the Higher Order Thinking based on 2013 curriculum.

Syrian Refugees as Seasonal Migrant Workers: Re-Construction of Unequal Power Relations in Turkish Agriculture

2018 ◽  
Vol 32 (4) ◽  
pp. 605-629 ◽  
Author(s):  
Deniz Pelek
Keyword(s):  
Migrant Workers ◽  
Power Relations ◽  
Agricultural Sector ◽  
Participant Observation ◽  
Labour Force ◽  
Working Hours ◽  
Legal Framework ◽  
Syrian Refugees ◽  
Structured Interviews ◽  
Working And Living Conditions

Abstract This article examines the case of Syrian refugees as seasonal migrant workers in Turkey and critically discusses the working and living conditions fostering their relative vulnerability compared to other workers. Syrian refugees are subject to discriminatory practices in terms of lower wages, longer working hours and improper sheltering conditions. This article explores how unequal power relations between ethnically different groups of workers in the agricultural sector are (re)constructed and the consequences of the emergence of Syrian refugees as a novel class. The essential aim of this study is to unravel the process and practice of ethnically hierarchized agricultural labour market after the entrance of refugees. To that effect, the empirical data was gathered through the ethnographic fieldwork (based on semi-structured interviews and participant observation) carried out in Manisa in August of 2013 and 2014 and in Adana-Mersin in September 2013 and February 2015. This study looks into the ways in which actors on farms (workers, labour intermediaries, land owners, village dwellers and state representatives) have responded to the current situation with regard to three controversial subjects: migrant employment, legal framework and the politics on Syrian refugees. It is argued that externalization of labour force realizes through creating new layers, which necessitates the construction of new ethnic categories such as Syrian refugees.

scholarly journals Teacher’s Strategies and Classroom Management Techniques in Teaching English at SMP Inklusi TPA Jember

2020 ◽  
Vol 4 (1) ◽  
pp. 177-191
Author(s):  
Nostalgianti Citra Prystiananta
Keyword(s):  
Qualitative Research ◽  
Mental Retardation ◽  
Classroom Management ◽  
Positive Attitude ◽  
Participant Observation ◽  
English Teacher ◽  
Teaching English ◽  
Management Techniques ◽  
The Subject ◽  
Modeling Strategy

The research aims at explaining the teacher’s strategies and classroom management techniques applied in teaching English to mental retardation students at SMP Inklusi TPA Jember. This is a descriptive qualitative research. The subject of the research was an English teacher at SMP Inklusi TPA Jember. The data were collected through a non-participant observation and interview. The data were analyzed through identification, classification, data reduction, and description. The findings were: 1) the teacherused three kinds of strategies, i.e. imitation and modeling strategy, demonstration strategy, and active strategy with imitation and modeling strategy as the most used; 2) from 7 classroom management techniques listed by Sarosdy, Bencze, Poor and Vadnay (2016), there were only 5 techniques applied by the teacher including showing respect for students, showing professionalism, applying class techniques, applying positive attitude of teacher’s role and knowing the students. Keywords: Mental Retardation, Teachers Strategies, Classroom  Management,  Teaching Disable

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