Fares J Karam
Biographic Data
| ID | 765357 |
|---|---|
| NAME | Fares J Karam |
| GIVEN NAMES | Fares J |
| FAMILY NAME | Karam |
| SIGNATURE | KARAM F J |
| AFFILIATIONS | University of Nevada, Reno |
| ORCID | 0000-0002-6621-3135 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
I Rely on God”: Religion as a Fund of Identity in the Resettlement Experiences of Refugee-Background Parents in the United States
Advocacy through sociodramatic scriptwriting: Figured worlds of multilingualism in online language teacher education
‘Beirut you will rise again’: A critical discourse historiographical analysis of the Beiruti Linguistic Landscape
This study examines the Linguistic Landscape (LL) of two streets in Beirut (Foch and Weygand) following a series of protests in October 2019 against the Lebanese government. We analyzed signs of protest on those two streets collected in 2020 and compared them to archival data collected back in 2015 prior to the commencement of the protests. We drew upon an expanding LL literature of contestation and resistance and theoretically framed our study i…
Refugee-background students and the institutional responsibility of schools: A narrative discourse analysis of US education news media
Necessitated by a heightened focus on global migration and its impact on educational realities across the globe, this study examined how educational experiences of students with refugee backgrounds are characterized in US educational news outlets. 385 articles from three online education news sites in the US were examined using a narrative-discursive approach. Analysis demonstrated how mutually dependent narrative patterns constructed students as…
Structural barriers and processes of defunding of funds of identity of refugee-background children
Drawing insights from an ethnographic study with two young refugee-background children, this paper examines the multiple contexts that influence their identity negotiations during their first three years of resettlement to the United States. The analysis aims to expand the growing literature on funds of identity (FOI) with specific attention to structural barriers that defund their FOIs. The findings are categorised in three intersecting themes: …
Resisting and Negotiating Literacy Tasks: Agentive Practices of Two Adolescent Refugee-Background Multilingual Students
Student agency is an important construct for all students, especially those marginalized because of their linguistic, ethnic, racial, religious, or migratory identities. Refugee-background students may experience marginalization according to many and sometimes all of these factors; agency is thus critical to understanding their negotiation of schooling in general and literacy tasks in particular. While many studies have explored various dimension…
Artifactual Literacies and Tesol: Narratives of a Syrian Refugee‐Background Family
Theoretically framed in artifactual literacies, this study examined a refugee‐background family’s visit to a group of university students enrolled in a teaching English to speakers of other languages (TESOL) methods class. One of the authors requested they give this presentation and collaborated with them in writing it. Participants included Maria and Omar, Syrian parents of three children who self‐identify as Muslim. Primary data included transc…
Identity, Positionality, and Peer Social Networks: A Case Study of an Adolescent Refugee Background Student
This study aims at better understanding how an Iraqi refugee-background English learner (Fawzi) is positioned by his teacher and his peers, and how he positions himself as a member of a culturally and linguistically diverse American classroom. For that purpose, we adopt a mixed-methods approach to analyze qualitative field notes and interview data in addition to complementary quantitative peer social network data. Findings suggest that while Fawz…
Language and Identity Construction: The Case of a Refugee Digital Bricoleur
The United States is the biggest resettlement country of refugees referred by the United Nations High Commissioner for Refugees; however, educational resettlement efforts have been unsuccessful in responding to the needs of refugee students, and educational research has thus far presented a deficit‐oriented narrative that ignores the skills and agency of these students. This study challenges such deficit‐oriented presentations by examining how Ze…
Beiruti linguistic landscape: An analysis of private store fronts
After the end of the civil war in 1990, a major reconstruction effort was underway in Beirut, the capital of Lebanon. With reconstruction came significant changes to the city’s landscape and identity. Adopting a linguistic landscape (LL) lens, this study aims at better understanding these changes by asking what languages are used on the store fronts of three Beiruti streets, and how the three linguistic landscapes are the same or different consid…
Who Are ‘Long-term English Learners’? Using Classroom Interactions to Deconstruct a Manufactured Learner Label
In the context of recent debates for and against the reality of ‘long-term English learners (LTELs)’ in US secondary schools, the diversity of these students’ classroom experiences and opportunities to develop academically valued forms of English is often overlooked. This analysis draws upon a data from middle school classrooms in the South Atlantic region of the USA and focuses particularly on the classroom experiences of six 6th-grade students …
Because even us, Arabs, now speak English”: Syrian refugee teachers’ investment in English as a foreign language
The students do not know why they are here’: Education decision-making for Syrian refugees
This case study, conducted collaboratively between education scholars and education practitioners, describes and analyses the ways in which Syrian refugee teachers and an NGO are developing and implementing non-formal education (NFE) programming in three refugee settlements in Lebanon. Utilising the INEE Minimum Standards for Education in Emergencies, we analyse teachers’ and programme administrators’ decision-making processes regarding curriculu…
Beiruti linguistic landscape: An analysis of private store fronts
After the end of the civil war in 1990, a major reconstruction effort was underway in Beirut, the capital of Lebanon. With reconstruction came significant changes to the city’s landscape and identity. Adopting a linguistic landscape (LL) lens, this study aims at better understanding these changes by asking what languages are used on the store fronts of three Beiruti streets, and how the three linguistic landscapes are the same or different consid…
Identity, Positionality, and Peer Social Networks: A Case Study of an Adolescent Refugee Background Student
This study aims at better understanding how an Iraqi refugee-background English learner (Fawzi) is positioned by his teacher and his peers, and how he positions himself as a member of a culturally and linguistically diverse American classroom. For that purpose, we adopt a mixed-methods approach to analyze qualitative field notes and interview data in addition to complementary quantitative peer social network data. Findings suggest that while Fawz…
Because even us, Arabs, now speak English”: Syrian refugee teachers’ investment in English as a foreign language
Refugee-background students and the institutional responsibility of schools: A narrative discourse analysis of US education news media
Necessitated by a heightened focus on global migration and its impact on educational realities across the globe, this study examined how educational experiences of students with refugee backgrounds are characterized in US educational news outlets. 385 articles from three online education news sites in the US were examined using a narrative-discursive approach. Analysis demonstrated how mutually dependent narrative patterns constructed students as…
Artifactual Literacies and Tesol: Narratives of a Syrian Refugee‐Background Family
Theoretically framed in artifactual literacies, this study examined a refugee‐background family’s visit to a group of university students enrolled in a teaching English to speakers of other languages (TESOL) methods class. One of the authors requested they give this presentation and collaborated with them in writing it. Participants included Maria and Omar, Syrian parents of three children who self‐identify as Muslim. Primary data included transc…
The students do not know why they are here’: Education decision-making for Syrian refugees
This case study, conducted collaboratively between education scholars and education practitioners, describes and analyses the ways in which Syrian refugee teachers and an NGO are developing and implementing non-formal education (NFE) programming in three refugee settlements in Lebanon. Utilising the INEE Minimum Standards for Education in Emergencies, we analyse teachers’ and programme administrators’ decision-making processes regarding curriculu…
The students do not know why they are here’: Education decision-making for Syrian refugees
This case study, conducted collaboratively between education scholars and education practitioners, describes and analyses the ways in which Syrian refugee teachers and an NGO are developing and implementing non-formal education (NFE) programming in three refugee settlements in Lebanon. Utilising the INEE Minimum Standards for Education in Emergencies, we analyse teachers’ and programme administrators’ decision-making processes regarding curriculu…
Who Are ‘Long-term English Learners’? Using Classroom Interactions to Deconstruct a Manufactured Learner Label
In the context of recent debates for and against the reality of ‘long-term English learners (LTELs)’ in US secondary schools, the diversity of these students’ classroom experiences and opportunities to develop academically valued forms of English is often overlooked. This analysis draws upon a data from middle school classrooms in the South Atlantic region of the USA and focuses particularly on the classroom experiences of six 6th-grade students …
Because even us, Arabs, now speak English”: Syrian refugee teachers’ investment in English as a foreign language
Language and Identity Construction: The Case of a Refugee Digital Bricoleur
The United States is the biggest resettlement country of refugees referred by the United Nations High Commissioner for Refugees; however, educational resettlement efforts have been unsuccessful in responding to the needs of refugee students, and educational research has thus far presented a deficit‐oriented narrative that ignores the skills and agency of these students. This study challenges such deficit‐oriented presentations by examining how Ze…
Beiruti linguistic landscape: An analysis of private store fronts
After the end of the civil war in 1990, a major reconstruction effort was underway in Beirut, the capital of Lebanon. With reconstruction came significant changes to the city’s landscape and identity. Adopting a linguistic landscape (LL) lens, this study aims at better understanding these changes by asking what languages are used on the store fronts of three Beiruti streets, and how the three linguistic landscapes are the same or different consid…
Identity, Positionality, and Peer Social Networks: A Case Study of an Adolescent Refugee Background Student
This study aims at better understanding how an Iraqi refugee-background English learner (Fawzi) is positioned by his teacher and his peers, and how he positions himself as a member of a culturally and linguistically diverse American classroom. For that purpose, we adopt a mixed-methods approach to analyze qualitative field notes and interview data in addition to complementary quantitative peer social network data. Findings suggest that while Fawz…
Resisting and Negotiating Literacy Tasks: Agentive Practices of Two Adolescent Refugee-Background Multilingual Students
Student agency is an important construct for all students, especially those marginalized because of their linguistic, ethnic, racial, religious, or migratory identities. Refugee-background students may experience marginalization according to many and sometimes all of these factors; agency is thus critical to understanding their negotiation of schooling in general and literacy tasks in particular. While many studies have explored various dimension…
Artifactual Literacies and Tesol: Narratives of a Syrian Refugee‐Background Family
Theoretically framed in artifactual literacies, this study examined a refugee‐background family’s visit to a group of university students enrolled in a teaching English to speakers of other languages (TESOL) methods class. One of the authors requested they give this presentation and collaborated with them in writing it. Participants included Maria and Omar, Syrian parents of three children who self‐identify as Muslim. Primary data included transc…
Structural barriers and processes of defunding of funds of identity of refugee-background children
Drawing insights from an ethnographic study with two young refugee-background children, this paper examines the multiple contexts that influence their identity negotiations during their first three years of resettlement to the United States. The analysis aims to expand the growing literature on funds of identity (FOI) with specific attention to structural barriers that defund their FOIs. The findings are categorised in three intersecting themes: …
‘Beirut you will rise again’: A critical discourse historiographical analysis of the Beiruti Linguistic Landscape
This study examines the Linguistic Landscape (LL) of two streets in Beirut (Foch and Weygand) following a series of protests in October 2019 against the Lebanese government. We analyzed signs of protest on those two streets collected in 2020 and compared them to archival data collected back in 2015 prior to the commencement of the protests. We drew upon an expanding LL literature of contestation and resistance and theoretically framed our study i…
Refugee-background students and the institutional responsibility of schools: A narrative discourse analysis of US education news media
Necessitated by a heightened focus on global migration and its impact on educational realities across the globe, this study examined how educational experiences of students with refugee backgrounds are characterized in US educational news outlets. 385 articles from three online education news sites in the US were examined using a narrative-discursive approach. Analysis demonstrated how mutually dependent narrative patterns constructed students as…
Advocacy through sociodramatic scriptwriting: Figured worlds of multilingualism in online language teacher education
I Rely on God”: Religion as a Fund of Identity in the Resettlement Experiences of Refugee-Background Parents in the United States
Sociology (11 works) · Political science (10 works) · Education and experiences of immigrants and refugees (9 works) · Psychology (9 works) · Pedagogy (8 works) · Refugee (8 works) · Multilingual Education and Policy (6 works) · Linguistics (5 works) · Migration, Refugees, and Integration (5 works) · Narrative (5 works)