Open AccessStopped Listening
Author(s) -
Peggy Lynn MacIsaac,
Staci B. Martin,
Wilson Kubwayo,
Chablue Wah,
Salome Nanyenga
Publication year - 2020
Publication title -
comparative and international higher education
Language(s) - English
Resource type - Journals
eISSN - 2151-0407
pISSN - 2151-0393
DOI - 10.32674/jcihe.v12iwinter.2040
Subject(s) - refugee , active listening , agency (philosophy) , value (mathematics) , reflexivity , pedagogy , sociology , higher education , psychology , gender studies , political science , social science , communication , machine learning , computer science , law
This paper discusses the academic agency of refugee-background individuals who have resettled to the United States of America and the responsibility of higher education to value refugee-background learners as knowledge creators. Contrary to deficit thinking that views learners as unable to succeed due to their refugee background, this study explores how their experiences demonstrate their multiple capacities to succeed in higher education. The essence of these experiences is presented using self-reflexive collaborative speaking and writing inquiry. Three main themes drawn from the results were the capacities of refugee-background learners to adapt cultures, maintain multiple social connections, and exercise agency.