The Experiences of Refugee Youth from Burma in an American High School: Countering Deficit-Based Narratives through Student Voice PDF
Preview The Experiences of Refugee Youth from Burma in an American High School: Countering Deficit-Based Narratives through Student Voice
The Experiences of Refugee Youth from Burma in an American High School This timely volume uses critical ethnographic methods to trace the expe- riences and identities of refugee students from Burma as they move through their final year of schooling in an urban high school in the United States. Against the backdrop of increasing tensions surrounding immigration and identity in America, The Experiences of Refugee Youth from Burma in an American High School presents an analysis of the academic paths of adoles- cent immigrants and the challenges they face throughout their schooling. Delving into the historical and socio-political context of the school and surrounding landscape, this volume offers an immersive, insider per- spective of the educational circumstances of SaySay, Paw Htoo, and Hlaing, the three newcomer youths—from Burma. Through detailed ethnographic narratives, readers are introduced to resilient adolescents who navigate their way through the maze of social expectations, lan- guage-learning demands, and ethnic-related tensions to rebuild their identities in the United States. By highlighting the students’ stories and identities, the book shows how racism is subtly woven into the fabric of education in the United States, and how schools can provide more equi- table schooling for newcomers from other nations. This volume will benefit graduate students, researchers, academics, and pre-service teachers in the fields of English language learning, refu- gee and immigrant education, and the sociology of education. Those with an interest in urban and multicultural education will also find this text useful. Lisa Roof obtained her PhD in Curriculum, Instruction, and the Science of Learning at the University at Buffalo, SUNY, Buffalo, USA. Mary B. McVee is Professor of Literacy Education and Director of the Center for Literacy and Reading Instruction (CLaRI) at the University at Buffalo, SUNY, Buffalo, USA. Routledge Research in Educational Equality and Diversity Books in the series include: Schools as Queer Transformative Spaces Global Narratives on Sexualities and Genders Jón Ingvar Kjaran and Helen Sauntson Promoting Academic Readiness for African American Males with Dyslexia Implications for Preschool to Elementary School Teaching Edited by Shawn Anthony Robinson and Corey Thompson High Achieving African American Students and the College Choice Process Applying Critical Race Theory Thandeka K. Chapman, Frances Contreras, Eddie Comeaux, Eligio Martinez Jr. and Gloria M. Rodriguez Community Participation with Schools in Developing Countries Towards Equitable and Inclusive Basic Education for All Edited by Mikiko Nishimura Experiences of Racialization in Predominantly White Institutions Critical Reflections on Inclusion in US Colleges and Schools of Education Edited by Rachel Endo International Perspectives on Inclusion within Society and Education Edited by Mabel Ann Brown Teaching to Close the Achievement Gap for Students of Color Understanding the Impact of Factors Outside the Classroom Edited by Theodore S. Ransaw and Richard Majors Graduate Students Becoming Qualitative Researchers An Ethnographic Study Char Ullman, Kate Mangelsdorf, and Jair Muñoz The Experiences of Refugee Youth from Burma in an American High School Countering Deficit-Based Narratives through Student Voice Lisa Roof and Mary B. McVee For more information about this series, please visit: www.routledge. com/Routledge-Research-in-Educational-Equality-and-Diversity/ book-series/RREED The Experiences of Refugee Youth from Burma in an American High School Countering Deficit-Based Narratives through Student Voice Lisa Roof and Mary B. McVee First published 2021 by Routledge. 52 Vanderbilt Avenue, New York, NY 10017. and by Routledge. 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN. Routledge is an imprint of the Taylor & Francis Group, an informa business. © 2021 Lisa Roof and Mary B. McVee. The right of Lisa Roof and Mary B. McVee to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Names: Roof, Lisa, author. | McVee, Mary B., author. Title: The experiences of refugee youth from Burma in an American high school : countering deficit-based narratives through student voice / Lisa Roof and Mary B. McVee. Description: New York, NY : Routledge, 2021. | Includes bibliographical references and index. Identifiers: LCCN 2020032298 | ISBN 9780367561178 (hardback) | ISBN 9781003096467 (ebook) Subjects: LCSH: Burmese--Education (Secondary)--United States. | Teenage refugees--Education (Secondary)--United States. | Immigrant students--United States--Social conditions. | Burmese--United States--Social conditions. | Burmese--United States--Ethnic identity. | Burmese--Cultural assimilation--United States. | Burmese--United States--Social conditions. Classification: LCC LC3501.B87 R66 2021 | DDC 370.89/958--dc23 LC record available at https://lccn.loc.gov/2020032298 ISBN: 978-0-367-56117-8 (hbk) ISBN: 978-1-003-09646-7 (ebk) Typeset in Baskerville by SPi Global, India This book is dedicated to students who journey from other nations and enter our classrooms. Your strength, your stories, and your lives make our world a better place. Table of Contents List of Illustrations viii Acknowledgments ix Prologue: But I Am Still Strong: Voice and Point of View in Writing xi 1 Introduction: Hearing the Voices of Refugee Youth from Burma 1 2 The Ant Climbing the Tree: The Importance of History and Context 8 3 “Why Do the Highest People Want to Break Me Down?” Critical Race Theory and Language Practices 24 4 Following the Shoreline of a Study: The Ebbs and Flows of Data, Context, and Analysis 43 5 Burmese, Karen, American: Intersecting Identities for The Prom King, the Valedictorian, and the Teacher 68 6 The Self-Portrait: How Narratives Trap and Empower Us 93 7 Into the Maelstrom: Bullying, Stereotypes, and Racial Tension 109 8 Working Toward a Paradigm Shift 127 Appendix: Interview Questions 140 Index 143 Illustrations Figures 3.1 SaySay’s photograph 24 4.1 Bird flying into the sun 49 4.2 Bridge going into the forest 49 4.3 Path leading into the woods 50 4.4 Sailboat on the water 50 4.5 Footprints walking away 51 4.6 A bird cage with an open door 51 4.7 Heavy traffic on a highway 52 4.8 Foggy road 52 4.9 An example of an identity circles grouping showing how adolescents might represent their lives 53 4.10 Littleleaf student enrollment according to race or ethnicity from 2003 to 2014 62 5.1 SaySay’s identity circles 72 5.2 Hlaing’s identity circles 75 5.3 Paw Htoo’s identity circles 77 6.1 SaySay’s self-portrait 104 Table 1.1 Key Demographic Information About SaySay, Hlaing, and Paw Htoo 6 Acknowledgments Every book project follows a different path to publication, and there are many to thank along the way. First and foremost, we thank the youth Paw Htoo, Hlaing, and SaySay and their families who agreed to share their lives and insights with Lisa and others. We also thank the teachers and school leaders who were willing to let Lisa follow these young people into their classrooms. “Thank you” seems too mundane a word to acknowledge the debt owed to the youth, their teachers, and families. The editorial team at Routledge has also been instrumental in shaping this text. In shaping the book proposal and focus of the book Julia Hall was patient and specific, providing careful feedback that led to a more thoughtful and articulate manuscript. Appreciated as well were the edi- torial guidance received first from Matthew Friberg and then Elsbeth Wright. Chris Jarmark, Kelly Schucker, Robert Johnson, Makayla Roof, and Kari Evans provided important support by reading through the manuscript and offering their thoughtful comments and suggestions. Aijuan Cun and Qinghua Chen, your meticulous attention to detail and thoughtful comments helped polish and refine. Lisa: I am grateful to Mary McVee, Lynn Shanahan, and Nancy Bailey who encouraged me to pursue a doctorate. I will always be grateful for their influence and commitment to excellence. I’m sure I would have given up, if not for Mary’s continued understanding and support throughout my journey. I am also grateful to Fenice Boyd, who took a chance on me and allowed me to work at Littleleaf, something that I consider to be one of the most transformative experiences of my life. Erin Kearney has also had a profound influence on my research and studies, teaching by example, how to value and empower others through research relationships. I would also like to thank Maureen Boyd, for sharing with me her joy of researching. Her enthusiasm was contagious. I am deeply grateful for all of my professors at UB who have shown me that research is more than something I do—it is a part of who I am. I could not have done this without the help of many colleagues, espe- cially Jen Reichenberg who took the time to read my long and sometimes rambling drafts and give me helpful feedback.
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