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“We Treat Them Like Animals in a Cage”: A Dialogic Exploration of Refugee
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In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
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Abstract:
Immersion in fiction narratives like Alan Gratz’s (2017) Refugee can help students recognize and acknowledge our common humanity when discussed in a dialogic classroom using a critical literacy pedagogy. Following the literature on using novel discussions to help students understand pressing societal issues (e.g., Boas, 2012; Hsieh, 2012; Thein et al., 2011) and guided by critical multicultural analysis (Botelho & Rudman, 2009), a dialogic (Bakhtin, 1981) and critical pedagogy (Freire, 1970) was used to lead a small group of sixthgrade students in biweekly discussions of Refugee. Prior to each of 10 sessions, students wrote dialogue journal entries in response to prompts designed to elicit critical thinking about the events depicted in the novel, which illustrates harrowing ordeals endured by fictional families facing persecution during the Holocaust, in Castro’s Cuba, and in the aftermath of the Arab Spring. A thematic analysis (Braun & Clarke, 2006) of students’ writing and researcher field notes revealed students’ inherent compassion toward refugees and limited background knowledge of refugees’ circumstances. Rich dialogic conversations resulted in demonstrations of empathy and newfound critical knowledge about the worldwide refugee crisis.
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Keyword:
and Multicultural Education; Bilingual; critical multicultural analysis; Curriculum and Instruction; Curriculum and Social Inquiry; dialogic pedagogy; Education; empathy; immigration; Language and Literacy Education; Multilingual; Refugees
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URL: https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3594&context=reading_horizons
https://scholarworks.wmich.edu/reading_horizons/vol60/iss3/2
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| 2 |
Southeast Asian Refugee-Learners: Identities Informing ESL Education and Support
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In: Journal of Southeast Asian American Education and Advancement (2020)
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Book Review: Duran, C. (2017). Language and Literacy in Refugee Families. United Kingdom, UK: Palgrave MacMillan. 226 pp. ISBN: 978-1-137-58754-1
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In: Journal of Southeast Asian American Education and Advancement (2018)
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Book Review: Nguyen, N. H. C. (2016). South Vietnamese Soldiers: Memories of the Vietnam War and After. Santa Barbara, CA: Praeger. 289 pp. ISBN: 978-1-4408-3241-3
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In: Journal of Southeast Asian American Education and Advancement (2018)
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| 5 |
Exploring Educational Needs Arising From the Influence of Cultural Difference in US Public Schools: The Case of African Refugee High School Students in Western Massachusetts
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In: Doctoral Dissertations 1896 - February 2014 (2013)
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| 6 |
Permanently Temporary: Roma Refugee Youth Seeking Schooling
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In: Master's Capstone Projects (2007)
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| 7 |
Immigrant Students in the Context of US School System Case Study of Russian-Speaking Immigrant Community in West Springfield, Massachusetts Based on “Bridge” Project Materials
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In: Master's Capstone Projects (2002)
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| 8 |
Assessing the Impact Areas of an International Study Tour for Teachers
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In: Master's Capstone Projects (2001)
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| 9 |
Making the Transition from East to West: Evangelical Christian High School Students from the Former Soviet Union
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In: Dissertations and Theses (1995)
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| 10 |
Soviet Evangelical Students in Adult ESL Classes: A Case Study
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In: Dissertations and Theses (1994)
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