Las historias que dejó María: Educators and Researchers Bearing Witness to the Coloniality of Displacement

This article centers the experiences of two university researchers in Colorado and four public school educators from Florida as they engaged in a dialogic process of counter-storytelling to reject one-dimensional narratives and embrace contradictions and vulnerabilities throughout the process. The authors speak against the deficit stories and colonizing practices that have affected Puerto Rico and Puerto Ricans pre- and post-Hurricane María. This collaborative project humanizes the ongoing experiences of multiple displacements resulting from U.S. colonialism, racism, white supremacy ideologies, and unnatural disasters. Using a series of letters as the basis for reflection, we trace three major themes across our collaborative sense-making: (1) a desire to resist systems of white supremacy and coloniality by positioning teachers, displaced students, and their families as agents rather than victims; (2) a sense of (un)belonging that transcends or exists beyond the storm’s landfall; and (3) the power of counter-storytelling as a humanizing, liberating act.

Changes in Eating Habits among Displaced and Non-Displaced University Students

Nowadays the younger generations are moving their food habits from the traditional diet to a Western diet, which is low in fruits and vegetables and high in fat and sugary drinks. University students are a particularly vulnerable population once, with the entrance to university, they are subjected to new influences and responsibilities; in particular, those who live far from their parents’ houses are more predisposed to unhealthy eating habits. To assess the influence that admission to university has had on the frequency of intake of certain foods and meals as well as their adherence to the Mediterranean diet (MedDiet), self-administered questionnaires were applied. The sample included 97 Portuguese students, with an average age of 21 years, a normal weight, according to body mass index, and an average MedDiet adherence. Most of the individuals did not smoke and the majority did not drink coffee. It was also observed that displaced students consume fast food more frequently compared to the period before they start university. Fish ingestion decreased and coffee consumption increased, in the same group, after starting their university studies.

Fostering Resilience for Puerto Rican College Students in Transition After Hurricane Maria

The primary purpose of this study is to explore the impact of 2017 Hurricane Maria on Puerto Rican college students directly affected by the storm, including how institutions of higher education fostered resilience for displaced and non-displaced students transitioning to navigating college after the storm. Findings indicate that participants were greatly affected by Hurricane Maria, and community ties, along with logistical challenges, influenced their college experiences after the storm. Participants shared suggestions for campus educators to better serve students in transition after the hurricanes, indicating that providing swift, clear responses to crises, including proactive outreach, are key institutional actions in addition to creating community and demonstrating care for individual student circumstances.

Education in Times of Crisis: Shaping the Future of Internally Displaced Children- A Case Study from Pakistan

This study investigates the impact of education on twenty internally displaced out- of-school children over a period of nine months in a rural area of Pakistan. Two focus areas of the study were to observe (1) Change in participants’ perception towards education, and; (2) Skill development of participants. Internally displaced children were enrolled in a local school and their performance was measured against non- displaced students attending regular school. An educational strategy developed by UNICEF specifically for IDPs was used to structure the study along with a hybrid learning framework to measure children’s performance in three knowledge areas: foundational, meta and humanistic skills. The overall findings suggested that after eight months, the children had an increased interest towards learning; their parents were more supportive of their children’s education and the children learnt life skills to financially help their families while continuing school.

Representations of psychological security in the artistic expression of displaced students

Identify level of The Future anxiety, in the fees of students displaced by measuring the level of anxiety, on a gauge Abraham Maslow. Analysis of the fees of the IDP students on the fee analysis form. The sample consisted of (32) students from the preparatory stage, the researchers used the psychological security measure consisting of (47) paragraph, and the tool to analyze the fees of students and the (7) Of the technical characteristics, have been achieved honesty and consistency, and reached the results, including. The low level of feeling of psychological security among the students was evident in their drawings because of the influence of the conditions experienced by the student during the period of terrorism. In the light of the results, recommendations and suggestions were reached

SOCIO-CULTURAL PROJECTION OF THE ADAPTATION OF INTERNALLY DISPLACED STUDENTS

The article examines the experience of adaption of internally displaced students by means of the projection of the city’s socio-cultural space as an adaptive environment. The features of the adaptation problems of internally displaced students, the mechanism of inclusion of the individual in the socio-cultural environment are determined. The proposed project strategy is aimed at developing scenarios involving internally displaced students which will develop creative imagination, fantasy, communication skills and which form social optimism, world view, positive attitudes towards creating a system of social relationships based on basic concepts of the system of human values.In addition, the implementation of the project at the local level has facilitated the integration of internally displaced students into the cultural environment through: support of youth artistic initiatives that represent an artistic vision of cultural, scientific and social problems; expansion of the circle of curators of contemporary art by providing them with educational opportunities in combination with practical experience; search for new names and talents in the field of contemporary art; increase in the number of students involved in the cultural and leisure sphere.