Continuums of Precarity: Refugee Youth Transitions in American High Schools

Autor/inn/en	McWilliams, Julia Ann; Bonet, Sally Wesley
Titel	Continuums of Precarity: Refugee Youth Transitions in American High Schools
Quelle	In: International Journal of Lifelong Education, 35 (2016) 2, S.153-170 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2016.1164468
Schlagwörter	Refugees; High School Students; Student Adjustment; Interviews; Observation; Focus Groups; Psychological Patterns; Aspiration; Urban Areas; Postsecondary Education; Coping; Trauma; Social Influences; Foreign Countries; Poverty; Bhutan; Burma; Iraq; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Flüchtling; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adjustment; Adaptation; Interviewing; Interviewtechnik; Beobachtung; Streben; Urban area; Stadtregion; Post-secondary education; Tertiäre Bildung; Bewältigung; Sozialer Einfluss; Ausland; Armut; Irak
Abstract	This article examines how the pre-migratory experiences of 90 Bhutanese, Burmese, and Iraqi refugee youth shape their aspirations, needs and capabilities as they transition to postsecondary education and work in the American urban context. It further explores how their schooling experiences in precarious urban school districts influence their trajectories. Drawing on two ethnographic projects spanning three years each, the authors rely on participant observation, semi-formal and formal interviews, focus groups, and documents for their analysis. The authors apply the notion of "cruel optimism" to explain the translation of refugee youths' aspirations post-arrival as they transition from war, refugee camps and illegal alienage to the grim landscape of public education in postindustrial cities like Philadelphia. Coping with residual trauma, interrupted schooling and the pressures of poverty, youth experience a "continuum of precarity" in their lives that begins in their flight contexts and extends into their post-resettlement social worlds. As public education becomes increasingly unstable, their narratives offer a lens to consider the moral contradictions of third country refugee resettlement. Future research should tease out the unique and multiple transitions refugee youth make across contexts and how their interactions with educative institutions belie the humanitarian promise of better lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01