The Experiences of Refugee Youth from Burma in an American High School: Countering Deficit-Based Narratives through Student Voice

Description

This timely volume uses critical ethnographic methods to trace the experiences and identities of refugee students from Burma as they move through their final year of schooling in an urban high school in the United States. Against the backdrop of increasing tensions surrounding immigration and identity in America, The Experiences of Refugee Youth from Burma in an American High School presents an analysis of the academic paths of adolescent immigrants and the challenges they face throughout their schooling. Delving into the historical and socio-political context of the school and surrounding landscape, this volume offers an immersive, insider perspective of the educational circumstances of SaySay, Paw Htoo, and Hlaing, the three newcomer youths—from Burma. Through detailed ethnographic narratives, readers are introduced to resilient adolescents who navigate their way through the maze of social expectations, language-learning demands, and ethnic-related tensions to rebuild their identities in the United States. By highlighting the students’ stories and identities, the book shows how racism is subtly woven into the fabric of education in the United States, and how schools can provide more equitable schooling for newcomers from other nations. This volume will benefit graduate students, researchers, academics, and pre-service teachers in the fields of English language learning, refugee and immigrant education, and the sociology of education. Those with an interest in urban and multicultural education will also find this text useful. Cover Half Title Series Page Title Page Copyright Page Dedication Table of Contents List of Illustrations Acknowledgments Prologue Chapter 1: Introduction: Hearing the Voices of Refugee Youth from Burma Littleleaf High School: SaySay, Paw Htoo, and Hlaing SaySay Hlaing Paw Htoo Purpose and Summary of This Text References Chapter 2: The Ant Climbing the Tree: The Importance of History and Context Brief History of Burma and Contextual Information Learning to Look Beyond the Single Stories Entering the U.S. as Refugees and Immigrants Emotional and Social Considerations Linguistic and Academic Considerations Educational Expectations Teacher Preparation Contributions from Newcomer Youth Youth from Burma in U.S. Schools Note References Chapter 3: “Why Do the Highest People Want to Break Me Down?”: Critical Race Theory and Language Practices Entering Littleleaf: Wrestling with CRT A Brief Introduction to CRT CRT and Education Language and Whiteness as Symbolic Property Language as Property at Littleleaf High Privileging Lecture and Writing in English Other Means to Support Communication and Learning Cultural Identity as Symbolic Property Narratives and CRT References Chapter 4: Following the Shoreline of a Study: The Ebbs and Flows of Data, Context, and Analysis Critical Ethnography Data and Data Collection Ethnographic Records Student Interviews Using Visual Images and Metaphors During the Interview Process The Teacher Interviews Monitoring Subjectivities Contributions to This Project: Mary’s Role and Subjectivities Ethical Considerations Seeking Consent and Assent Names and Pseudonyms Littleleaf High School Changing Demographics Littleleaf: Some History and Context The Setting Historical Context The School Report References Chapter 5: Burmese, Karen, American: Intersecting Identities for the Prom King, the Valedictorian, and the Teacher SaySay: The Prom King Schooling in Thailand Schooling in the U.S. Identity Circles Hlaing: The Valedictorian Schooling in Burma Employment in Malaysia Schooling in the U.S. Identity Circles Paw Htoo: The Teacher Schooling in Thailand Schooling in the U.S. Identity Circles Identities and Discourses The Science Lesson: Identities and Language Access SaySay and Hlaing: Rejecting Social Identities to Inhabit Academic Identities SaySay: Flying Alone Hlaing: The Making of a Valedictorian Hlaing’s Math Skills as a Hindrance Paw Htoo: Inhabiting Social Identities and Rejecting Academic Identities Paw Htoo’s Two Faces Strong Oral English Language Skills as a Hindrance to Academic Support Intersecting Identities References Chapter 6: The Self-Portrait: How Narratives Trap and Empower Us The Storylines of Newcomers in America The New Colossus: Immigrants as the Huddled Masses Going to College: Immigrants as the Model Minority The Easier Life in Mae La: In Search of the American Dream Paying It Forward: Owing a Debt to One’s Community and Homeland Giving Back to One’s Family The Pull of Grand Narratives References Chapter 7: Into the Maelstrom: Bullying, Stereotypes, and Racial Tension Bullying in Schools and with Refugee or Immigrant Populations The Bullying Incidents SaySay Hlaing Paw Htoo A Deeper Look at Bullying Into the Vortex: Realistic Group Conflict Theory and Littleleaf Changing Demographics at Littleleaf Responses to Bullying Hlaing, “They Might Think I Hate Them” SaySay, “Nobody Will Stop Them” Paw Htoo, “I Do What They Do” The Model Minority Status as Factor in Bullying Conflicting Representations of Masculinity as Bullying Factor “Why They Just Let Them Be?” Differing Standards as Bullying Factor Limitations of RGCT and Contributions of CRT in Understanding Bullying at Littleleaf Overcoming Obstacles to Authentic Integration References Chapter 8: Working Toward a Paradigm Shift Critical Race Theory as Lens: Retrospective, Introspective, and Prospective Making a Change in Schools, Teaching, Teacher Preparation, and Research Epilogue References Appendix: Interview Questions The First Interview The Second Interview The Third Interview Questions for SaySay Questions for Hlaing Questions for Paw Htoo Index