Trauma and resilience in the lives and education of Hmong American students
Forging pedagogies of remembrance with critical refugee discourse
Bibliographic Data
| ID | 12584366 |
|---|---|
| Authors | Rican Vue (0000-0001-6940-2807, Oregon State University, corresponding author) |
| Year | 2019 |
| Volume | 24 |
| Issue | 2 |
| Pages | 282-301 |
| Publication date | 2019-05-07 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Race Ethnicity and Education (JOURNAL) |
| Journal identifiers | ISSN: 1361-3324 • E-ISSN: 1470-109X |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/13613324.2019.1599347 |
| OpenAlex | W2943988889 |
| Language | EN |
| Citations received | 8 |
| References cited | 28 |
Since 1975, over 3 million refugees have entered the United States, yet schools are unequipped to recognize and comprehend refugee communities’ life circumstances as shaped by structural and symbolic violence. The educational experiences of second-generation Hmong American refugees highlight this neglect and its potential consequences for intergenerational relationships. Articulating a critical remembering framework, this narrative analysis examined how Hmong American college students memorialized, authenticated, and drew connections between historical trauma and contemporary racial violence through a cultural show production. The findings illustrate how addressing war, race, and class within the context of education can disrupt silence around historical trauma and racial oppression in the United States and make possible a transformative education. This study has relevance for educational institutions, especially in a context of global migrations due to conflicts that inflict mass violence, which spans the material and symbolic landscapes of refugee lives
Aesthetics · Context (archaeology · Criminology · Critical race theory · Historical trauma · Narrative · Oppression · Pedagogy · Political science · Politics · Racism · Refugee · Silence · Sociology · Transformative learning · Critical Race Theory in Education · Education and experiences of immigrants and refugees · Educator Training and Historical Pedagogy · Gender Studies · History · Law · Psychology
Higher education for refugees
From First to First
Lifting the veil of hyperinvisibility
Inclusions and exclusions
Collective trauma in the forced migration context
The resilience of school-age immigrant children
Architectures of counter remembrance
Ethnic studies as interest divergence? Countering racial neoliberal politics and envisioning a beloved community with racial literacy
The Spirit Catches You and You Fall Down
Narrative Inquiry
Qualitative evaluation and research methods
The art of case study research
Toward a Critical Refugee Study
Narrative Methods for the Human Sciences
The Significance of Social Memory in 1.5-Generation Hmong-Americans
Microaggressions and Hmong American Students
When culture implies deficit
Gender, ethnicity, and acculturation in intergenerational conflict of Asian American college students
Refugee Memories and Asian American Critique
Exiled Memory
Pedagogies of Life and Death
The Family Life and Adjustment of Hmong American Sons and Daughters
New Pioneers in the Heartland
Performing Race and Ethnicity
Listening to the Speaking Wound
Beyond "Culture Clash" Understandings of Immigrant Experiences
(Un)Necessary Toughness
The multifaceted American experiences of the children of Asian immigrants
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,6 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |