Learning About the Stories of Children With Refugee Backgrounds Through the Lens of Positioning Theory
Bibliographic Data
| ID | 12764648 |
|---|---|
| Authors | Aijuan Cun (0000-0002-8785-8637, corresponding author) |
| Year | 2020 |
| Volume | 22 |
| Issue | 4 |
| Pages | 178-189 |
| Publication date | 2020-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Multicultural Perspectives (JOURNAL) |
| Journal identifiers | ISSN: 1532-7892 • E-ISSN: 1521-0960 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15210960.2020.1845179 |
| OpenAlex | W3110808914 |
| Language | EN |
| Citations received | 5 |
| References cited | 34 |
This study explores how children with refugee backgrounds position themselves within their life experiences in the United States. Positioning theory is utilized as the theoretical framework. The data sources include field notes based on observations, interviews with children and their parents, and artifacts provided by the participants. The findings show that the participants (re)positioned themselves within three storylines: difficulties on the first day of school in the past, schooling being easier in the present, and possible selves in the future. These storylines highlight that the children enacted multiple identities that are often invisible in U.S. classrooms. This study suggests that educators, researchers, and policymakers should value the multiple identities of children with refugee backgrounds and promote their agency
Agency (philosophy · Field (mathematics · Pedagogy · Political science · Position (finance · Refugee · Social science · Sociology · Value (mathematics · Critical Race Theory in Education · Education and experiences of immigrants and refugees · Educator Training and Historical Pedagogy · Gender Studies · Psychology
Whose Deficit Is This Anyhow? Exploring Counter-Stories of Somali Bantu Refugees' Experiences in "Doing School"
Identity and Agency in Cultural Worlds
Whose culture has capital? A critical race theory discussion of community cultural wealth
Participant Observation
Community integration of Burmese refugees in the United States
From Deficit to Asset
Professional Development Implications of Teachers' Beliefs and Attitudes Toward English Language Learners
Southeast Asian American Children
The challenge of repositioning
Using possible-selves theory to understand the identity development of new teachers
Negotiating Displacement Spaces
That’s How We Roll”
Multicultural Education and Policy
The Positioning Diamond
Varieties of Positioning
The Behavior Kids”
The Pain of Exile
Positioning
Translanguaging and transnational literacies in multilingual classrooms
Speaking but not listening? Accountable talk in an unaccountable context
Learning English and Learning America
| Unique citing works | 5 |
|---|---|
| Citations per year | 1 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |