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‘We came together on the idea of being “foreign”’: Teacher narratives for the teaching of immigrant and refugee youth
Author(s) -
Harris Garad Brooke
Publication year - 2021
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1002/berj.3717
Subject(s) - refugee , immigration , narrative , ethnography , sociology , pedagogy , qualitative research , gender studies , narrative inquiry , political science , social science , anthropology , law , philosophy , linguistics
In the midst of an international debate about immigration, this qualitative ethnographic study focuses on the stories and teaching practices of immigrant and refugee educators working with immigrant and refugee youth at a community‐based after‐school programme in the Midwestern region of the USA. Using existing literature to describe the educational experiences of immigrant and refugee youth and teacher narratives to explore the pedagogies of immigrant and refugee educators, the author addresses the following questions: How do political narratives impact the educational experiences of immigrant and refugee students in the USA? How can the narratives of immigrant and refugee teachers serve as both counternarratives and sources of promising pedagogical practices for immigrant and refugee youth? With a data corpus developed through participant observation, reflexive journaling, interviews and focus group discussions, the author uses narrative analysis with teacher vignettes and asserts that educational researchers and practitioners should look to immigrant and refugee educators to enrich the research about appropriate pedagogies for immigrant and refugee youth.