Yamniuk

WHO HEARS

MY VOICE?

Empowering newcomer students to realize their rights and responsibilities in a school environment 1

Stephanie Yamniuk,

Instructor and PhD

candidate,

Faculty of Education

University of Manitoba

[email protected] May 25, 2012

UNICEF Canada

Canadian Red Cross

Teacher and educator on global issues

Social Justice framework of teaching

Have taught in diverse communities in US,

Micronesia, and Canada

MY BACKGROUND IN REFUGEE

STUDENTS AND EDUCATION

Activity:

The Story of My Name

How does talking about your

name help to build intercultural

respect and understanding?

KEY TERMS

Refugee

Immigrant

Differentiated citizenship

Rights

Responsibilities

Resilience

Acculturation

Culture of resilience

4

DISCUSSION OUTLINE • Challenges that Immigrant and Refugee

children face

• Educational Interventions: Ecological Theory, Strengths approach, Empowerment

• Citizenship: rights and responsibilities: Belonging

• Role of education

• Resiliency Theory

Cultural resilience

Individual mindset, family influence, external supports (the school community)

• Children and War

• Conclusion

5

6

The challenges that refugee and

immigrant children and their

families face in Canada

RAYMOND WILLIAM’S IDEA ABOUT THE

UNCONSCIOUS COMPONENTS OF

COMMUNITY AND CULTURE:

A culture, while it is being lived, is always in

part unknown, in part unrealized. The

making of a community is always an

exploration, for consciousness cannot

precede creation, and there is no formula

for unknown experience. . . (as cited in

Eagleton, 2000, p. 118).

7

A BETTER UNDERSTANDING OF

NEWCOMERS

8

• A person who has

left their own nation

to live in another

country.

• They have left by

choice, and not by

necessity (disaster

or war)

• A refugee is a

person who has left

for fear of being

persecuted for

reasons of race,

nationality, religion,

or membership into

a specific social

group (Fong, 2004).

Immigrants Refugees

CHALLENGES FOR CHILDREN GROWING UP

IN TWO CULTURES

Students are

encouraged to be:

Independent

Spontaneous

Outspoken

Aggressive

Students are encouraged to be:

Modest

Respectful

Concerned with the family as a whole

Speaking the language spoken at home (Fong, 2004)

At school At home

EDUCATIONAL INTERVENTIONS

FOR REFUGEE CHILDREN

10

EDUCATIONAL INTERVENTIONS FOR

REFUGEE CHILDREN:

THEORETICAL APPROACHES AND KEY

ISSUES TO SUPPORT REFUGEE STUDENTS

IN SCHOOL

Bronfenbrenner’s ecological theory –

development occurs in contexts, and

can only be understood in contexts

(Hamilton and Moore, 2004; Fong,

2004).

BRONFENBRENNER’S ECOLOGICAL

THEORY

http://early-childhood-

resources.com

BRONFENBRENNER’S ECOLOGICAL

THEORY

Individual – the child – age, gender, health

Microsystem – pattern of activities, social roles, and interpersonal relations experienced by a developing person

Mesosystem – the linkages and processes taking place between two or more settings (home and school, school and workplace)

Exosystem – the linkages and processes taking place between two or more settings, one of which does not contain the developing person (child and parent’s workplace, family social networks, neighbourhood)

Macrosystem – attitudes and ideologies of the culture, such as belief systems, customs, hazards, opportunity structures

EDUCATIONAL INTERVENTIONS FOR

REFUGEE CHILDREN:

THEORETICAL APPROACHES AND KEY

ISSUES TO SUPPORT REFUGEE STUDENTS IN

SCHOOL

The Strengths approach (Fong, 2004, p. 25).

1. developing positive attitudes towards students

2. focusing on family strengths

3. encouraging students to engage in effective behaviours

4. challenging students to appreciate their own ethnic and cultural backgrounds

5. encouraging students to find their own resources

EDUCATIONAL INTERVENTIONS FOR

REFUGEE CHILDREN:

THEORETICAL APPROACHES AND KEY ISSUES

TO SUPPORT REFUGEE STUDENTS IN SCHOOL

The Empowerment approach(Fong,

2004, p. 29).

Empowerment is a process of

increasing personal, interpersonal,

or political power so that

individuals can take action to

improve their life situations.

CITIZENSHIP RIGHTS AND

RESPONSIBILITIES FOR

NEWCOMER CHILDREN

Howe, R.B., and

Covell, K. (2007).

Empowering

Children:

Children’s Rights

Education As a

Pathway to

Citizenship.

Toronto:

University of

Toronto Press.

16

CHILDREN’S ROLE IN CITIZENSHIP

EDUCATION; WHY WE MUST GIVE THEM

MEMBERSHIP INTO SOCIETY AS EVOLVING

CITIZENS

Four building blocks of a modern view of citizenship,

according to Howe (2005).

Rights

Responsibilities

Participation

Differentiated citizenship

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POWER OF CHILD’S PARTICIPATION

Participation seems to be accompanied by a

sense of social responsibility when one is

involved in society.

18

SEVERAL ARGUMENTS AGAINST

CHILDREN THE RIGHTS OF

CITIZENSHIP

These include limited economic

independence

a low level of cognitive ability

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DIFFERENTIATED CITIZENSHIP

Citizenship is about inclusion and belonging. .

.” (Howe, 2005, p. 45)

20

CITIZENSHIP RIGHTS AND HUMAN

RIGHTS FOR IMMIGRANT AND

REFUGEE CHILDREN

21

UN CONVENTION ON THE RIGHTS OF

THE CHILD (1989)

Legally established a child’s rights and

responsibilities to participate in society

according to his or her maturity and ability

22

CITIZENSHIP EDUCATION

23

What does the literature say about a child’s self-esteem and their ability to participate as a citizen?

24

When a child sees themselves as

moral and concerned with others,

they will act that way.

25

• What is unique about Howe and Covell’s

(2007) contribution to the discussion about

children’s identity, is the impact of using

participatory pedagogy in teaching

citizenship education. The “lasting impact

on the child’s democratic values and

participation. . . must be integrated into

personal identity” (p. 117).

26

• When both “curriculum content and

pedagogy effectively engage children, they

increasingly come to see themselves as

being competent to act” (as quoted in

Battistich et al, 1999, in Howe and Covell,

2007). They see themselves as a person

who can make an impact on society, their

classroom and their community.

27

ROLE OF EDUCATION IN

EMPOWERING NEWCOMER

STUDENTS

28

APPLE’S (2008) CHALLENGE TO

EDUCATORS:

To situate education within a political society.

29

CURRENT DISCONNECTS

BETWEEN CURRICULUM,

EDUCATIONAL POLICY REFORM,

AND STUDENTS WHO ARE

LIVING IN POVERTY

30

REPOSITIONING

31

RESILIENCE THEORY

32

RESILIENCE THEORY: WHAT IS RESILIENCE?

HOW DO WE FOSTER A “CULTURE OF

RESILIENCE” IN OUR SCHOOL? HOW DOES

CULTURE FACTOR INTO OUR STRATEGIES?

The study of resilience began in the areas

of psychology, poverty and traumatic

stress (Condly, 2006; Brooks & Goldstein,

2003), and continues to be explored in

business (Coutu, 2002); in the field of

education (Hamilton & Moore, 2004);

social work (Fong, 2004; Ungar, 2008);

and nursing (Black & Kobo, 2008). 33

THREE FACTORS

THAT CAN BE

FOUND IN ALL

DEFINITIONS OF

RESEARCH ON

RESILIENCE

Individual traits

Family supports

External supports

34

THREE FACTORS THAT CAN BE

FOUND IN ALL DEFINITIONS OF

RESEARCH ON RESILIENCE:

1. Individual characteristics

2. Family and the support they give to the

child

3. External support from people and

institutions that are outside of the

individual or family that can assist the

child and the family

35

COMPETENCE IN CHILDREN HAS THREE

DIMENSIONS

School or academic

Social

Conduct or behaviour

36

BRACKENREED (2010) ALSO IDENTIFIES

THE INDIVIDUAL’S PROTECTIVE FACTORS

OF SOCIAL COMPETENCE, PROBLEM-

SOLVING SKILLS, AND INDEPENDENCE.

In youth, she describes, “the more

resilient kids have an uncanny

ability to get adults to help them

out. . . and often have talents such

as athletic abilities that attract

other to them” (p. 48). 37

SEVERAL FACTORS THAT INCREASED A

CHILD’S CAPACITY FOR RESILIENCE

AND IMPACTED THEIR COPING SKILLS

(BOOTHBY ET AL, 2006)

school as a vital social and academic

arena;

self-efficacy and guarded optimism;

recreational activities;

role models;

and friendships (cited from pp. 119-

124). 38

SEVERAL DEFINITIONS OF RESILIENCE

One definition of resilience is the continuous

ability to defy challenges of poverty, lack of

opportunity, lack of a high IQ or living in a low

socioeconomic status (SES), or living in

difficult circumstances (Condly, 2006).

39

Resilience is also defined as “. . . a process that

directs our interactions as we strengthen our

children’s ability to meet life’s challenges and

pressures with confidence and perseverance”

(Brooks & Goldstein, 2003, p. 3).

40

Fong (2004), in the context of talking about

Filipino people and their strengths and needs,

discusses “tremendous difficulties, including

centuries of colonization, natural disasters,

poverty, and underdevelopment. These have

developed in them a high degree of tolerance

and resiliency. They are creative in meeting

needs and solving problems and skillful in

generating resources and finding a use for

everything” (p. 69).

41

RESILIENCE IN

THE CONTEXT

OF CULTURE

Ungar, M. (2008).

Resilience across

Cultures. British

Journal of Social

Work, 38, 218-235.

42

INTERNATIONAL RESILIENCE

PROJECT (IRP)

This involved a participatory model of mixed

methods research, and interviews and

research with over 1500 youth in 14

communities on five continents (Ungar, 2008).

The most difficult task was to find a

“negotiated” definition of resilience between

individuals and their communities.

43

UNGAR’S DEFINITION OF RESILIENCE

“Resilience is therefore both a process of the child’s navigation towards, and the capacity of individuals to negotiate for, health resources on their own terms” (Ungar, 2008, p. 225).

“Resilience occurs in the presence of adversity” (p. 220).

“Resilience is influenced by a child’s environment, and that the interaction between individuals and their social ecologies will determine the degree of positive outcomes experienced” (ibid).

44

FOUR STRATEGIES THAT EDUCATORS

CAN USE TO SUPPORT THE

INTEGRATION OF IMMIGRANT AND

REFUGEE STUDENTS

1) Value local knowledge about aspects of

resilience.

45

2) Interventions need to be sensitive to the

context of specific aspects of resilience.

46

3) Interventions needs to be multi-faceted. Ungar

(2008) explains this further, that it can include

collaboration between “. . . personal counselling,

family-based interventions, school programs,

community mobilization, etc” (p. 233).

47

4) The fourth strategy is to create empowering

interventions, where the child can choose to

navigate through the many tensions of

resilience, which will result in the child finding

the best way that works for her.

48

INDIVIDUALS: RESILIENCE

MINDSET

We can build resilience in our students by

simply encouraging their individual

talents, and reinforce the positive mindset

that we believe that they have the ability to

succeed in school.

49

FAMILY INFLUENCE ON RESILIENCE

The second factor which research has

shown to impact resiliency in children is

family dynamics and the quality of

relationships that children have with family

members.

50

ROLE OF LOYALTY AND OBLIGATION

TO FAMILY

51

COMMON FACTORS THAT ARE

EVIDENT IN RESILIENT FAMILIES

(BLACK & LOBO, 2008, P. 38):

52

positive outlook;

spirituality;

family member

accord;

flexibility;

family

communication;

financial

management;

family time;

shared recreation;

routines and rituals;

a support network

EXTERNAL SUPPORT – IN THE

CONTEXT OF A SCHOOL COMMUNITY

The third factor which impacts the resiliency of

a child can be the external supports that effect

him or her. This is where the school community

can show its strengths and supports with the

goal to integrate families into the school culture

and community. Research has shown that it is

best when the family as a whole is being

supported (Condly, 2006).

53

Schools can be protective and safe places for

children and adolescents to develop and build

resiliency skills. “The positive experiences that

children can get from school may involve

academic success, sporting or musical

achievement, assuming responsibility in the

school or developing positive relationships with

teachers and peers” (Brackenreed, 2010, p.

116).

54

1. Schools should offer opportunities for

students to establish significant relationships

with compassionate adults.

55

2. Schools should build on social competencies

and academic skills to provide experiences of

competency and success.

56

3. They should offer students the opportunity for

meaningful engagement and responsibility with

the school and community.

57

4. Schools should identify and support services

for children and youth.

58

5. School should ensure that they do not

contribute with faulty practices to the risks

already encountered by their students.

59

TALKING TO

CHILDREN

ABOUT WAR

O’Malley, C. J., Blankemeyer, M.,

Walker, K.K., and Dellmann-Jenkins,

M. (2007). Children’s Reported

Communication With Their Parents

About War, Journal of Family Issues,

28 (12), 1639-1662.

60

TALKING TO CHILDREN

ABOUT WAR AND TERRORISM

61

http://www.youtube.com/watch?v=eTIwoROvyFI

USING A STRENGTHS APPROACH TO

TALKING WITH CHILDREN ABOUT WAR

The Strengths approach (Fong, 2004, p. 25).

1. developing positive attitudes towards students and children

2. focusing on family strengths

3. encouraging students to engage in effective behaviours

4. challenging students to appreciate their own ethnic and cultural backgrounds

5. encouraging students to find their own resources

62

WHAT ARE SOME OF THE EFFECTS OF

WAR ON CHILDREN?

According to O’Malley et al (2007), “in

general children are negatively affected by

politically violent situations and often

experience psychological disruption. . .

behavioral problems. . . and depression”

(as cited in O’Malley et al, 2007, p. 1640).

Girls seem to have higher anxiety about

war and boys showed an increase in

behavioural problems from pre-war to

during-war. 63

CHILDREN’S CONCEPTIONS OF

POLITICAL VIOLENCE (O’MALLEY ET AL,

2007)

Girls were more likely to define war in terms of quarrels between friends

Boys more often mentioned weapons and soldiers when discussing war.

PEACE:

Children understood war at age 8, but could not explain peace until age 10

The CMHR can do something to improve children's knowledge about peace and conflict resolution.

64

“Family education programs should

incorporate elements that support parents

in alleviating negative child reactions” (p.

1659)

Watching visual media about war can

provide parents and children “teachable

moments” to talk about war

“Families can learn how to help their

children better understand values related

to conflict resolution, prosocial behaviors,

justice, decision making, and problem

solving. Such values discussions may . . .

help strengthen the family” (p. 1659).

65

CONCLUSION

66

BIBLIOGRAPHY

67

Apple, M. (2008). Can schooling contribute to

a more just society? Education, Citizenship

and Social Justice, 3 (3), 239-261.

Black, K., & Lobo, M. (2008). A Conceptual

Review of Family Resilience Factors.

Journal of Family Nursing, 14(1), 33-55.

Brackenreed, D. (2010). Resilience and Risk.

International Education Studies, 3 (3), pp.

111 – 121.

Bronfenbrenner, U. (1979). The Ecology of

Human Development: Experiences by Nature

and Design. Cambridge, MA: Harvard

University Press.

Brooks, R. & Goldstein, S. (2003). Nurturing

Resilience in Our Children: Answers to the

Most Important Parenting Questions.

Toronto: McGraw Hill.

Condly, S. (2006). Resilience in Children: A

Review of Literature With Implications for

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Eagleton, T. (2000). The Idea of Culture.

Malden, MA: Blackwell Publishing.

Fong, V. (Ed). (2004). Culturally Competent

Practice with Immigrant and Refugee

Children and Families. New York: The

Guilford Press.

Hamilton, R. & Moore, D. (Eds.) (2004).

Educational Interventions for Refugee

Children: Theoretical perspectives and

implementing best practice. New York:

RoutledgeFalmer.

Howe, B. (2005). Citizenship Education for

Child Citizens. Canadian and International

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Howe, R.B., and Covell, K. (2007).

Empowering Children: Children’s Rights

Education As a Pathway to Citizenship.

Toronto: University of Toronto Press.

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refugee students: addressing issues of

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article. DOI: 10.1080/13603116.2011.560687.

Retrieved 03 July, 2011.

O’Malley, C. J., Blankemeyer, M., Walker,

K.K., and Dellmann-Jenkins, M. (2007).

Children’s Reported Communication With

Their Parents About War, Journal of Family

Issues, 28 (12), 1639-1662.

Ungar, M. (2008). Resilience across Cultures.

British Journal of Social Work, 38, 218-235.