Structural barriers and processes of defunding of funds of identity of refugee-background children

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2022-09-03 DOI:10.1080/0305764X.2022.2046704

Eleni Oikonomidoy, Fares J. Karam

引用次数: 0

Abstract

ABSTRACT Drawing insights from an ethnographic study with two young refugee-background children, this paper examines the multiple contexts that influence their identity negotiations during their first three years of resettlement to the United States. The analysis aims to expand the growing literature on funds of identity (FOI) with specific attention to structural barriers that defund their FOIs. The findings are categorised in three intersecting themes: 1) transnational and translinguistic funds of identity, which are challenged by xenophobia, monolingualism and social class barriers; 2) funds of intercultural identity, which are jeopardised by racial and religious exclusion; and 3) funds of academic identity in the home which are threatened by social class challenges. The paper concludes with the implications of the analysis for theory and practice.

查看原文本刊更多论文

难民背景儿童身份基金的结构性障碍和撤资过程

摘要本文通过对两名有难民背景的儿童的民族志研究，考察了在他们重新安置到美国的头三年中，影响他们身份谈判的多种背景。该分析旨在扩展越来越多的关于身份基金（FOI）的文献，特别关注为其FOI提供资金的结构性障碍。研究结果分为三个交叉主题：1）身份的跨国和跨语言基金，受到仇外心理、单语主义和社会阶级障碍的挑战；2）因种族和宗教排斥而受到危害的跨文化身份基金；以及3）家庭中的学术认同资金，这些资金受到社会阶层挑战的威胁。文章最后指出了分析对理论和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.