Transmodal Zine-Making with Resettled Refugee Youth

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Autor/in	Heise, Megan E.
Titel	Transmodal Zine-Making with Resettled Refugee Youth
Quelle	(2023), (285 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University of Pennsylvania
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-2455-8
Schlagwörter	Hochschulschrift; Dissertation; Refugees; Land Settlement; Personal Narratives; Personal Autonomy; Literacy; Language Usage; English (Second Language); Second Language Learning; Periodicals; Workshops; Adolescent Attitudes; Writing (Composition); Nonprofit Organizations; Participatory Research; Action Research; Multiple Literacies; Translation; Cognitive Processes; Native Language; African Languages; Indo European Languages; Creativity; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Flüchtling; Siedlungsraum; Erlebniserzählung; Individuelle Autonomie; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Lernwerkstatt; Schulung; Schreibübung; Nonprofit-Organisation; Forschungstätigkeit; Projektforschung; Cognitive process; Kognitiver Prozess; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Indoeuropäisch; Kreativität
Abstract	We are currently experiencing unprecedented waves of forced migration (UNHCR, 2022a), leading to an increase in anti-refugee rhetorics which in turn fuel policies that have life or death consequences for refugees (Gotlib, 2017). In this context, refugee voices are urgently needed in scholarly, public, and political realms, yet these perspectives are frequently neglected, overlooked, and silenced, even (and especially) in research around refugees' literacy and language practices. This study sought to amplify the voices of refugee teens resettled in Western Pennsylvania, U.S.A. in order to continue to push back against these harmful (mis)representations and to center the voices and perspectives of those with refugee experience as creators of their own selves and narratives. To do so, I adopted a transmodal (Hawkins, 2018) paradigm to test its potentials for honoring participants' agency, building upon their assets, and fostering advanced rhetorical processes. My overarching research question was, "(How) do resettled refugee youth perceive and enact transmodal practices in a zine-making workshop?" Within this core question were several sub-questions around compositional choices, workshop perception, and asset identification. To address these questions, I facilitated a five-week transmodal zine-making workshop with a partner non-profit organization in Western Pennsylvania. By taking a community-based research (CBR) and participatory action research (PAR) stance, I enacted an arts-based research (ABR) methodology by writing field notes during the workshop, conducting an anonymous survey, collecting zine scans as artifacts from participants, and using these zines for arts-based interviews with study participants. Working with three study participants, I engaged in a polytextual thematic analysis (Edmondson et al., 2018) to cross reference findings across all data sources and participants. Key findings included that participants perceived the transmodal zine workshop overwhelmingly positively, experiencing many benefits and few to no challenges. They easily identified existing assets like mental processes (including planning and translation) and artistic skills, as well as newly gained skills and knowledge such as how to make a zine and express themselves with both words and images. All participants noted using their home languages (Swahili or Dari) in constructing their written English zine portions, and all meshed languages and images for transmodal zine creations. Importantly, these findings support previous work in transmodalities and other trans-paradigms, as well as zine studies, that suggest such an approach does, in fact, uphold learners' agency and build upon their assets to foster advanced rhetorical processes. In addition, findings also complicate prevailing beliefs in refugee literacies work around the visibility of refugees' literacies and histories in creative products alone, and the subtle expectations of refugees to always create something profound, political, or embodying push-back when given the chance. Instead, this study focuses on celebrating youths' agentive expressions and the way they identify their own (sometimes invisible) strengths. With these implications come key recommendations in pedagogy, policy, methodology, and future research to center refugee teens' voices on how they best learn and communicate, in order to change pedagogies and policies that have embodied, tangible impacts on refugees' lives, to be more just, equitable, and affirming. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01