Thesis (Ph. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2012.
The purpose of this dissertation study was to examine the experiences of adolescent refugee students with interrupted formal education (SIFE) in an urban secondary school in the northeastern United States. SIFE are a subset of the larger group of English language learners (ELLs), with particular histories and needs. Many refugee children experience interrupted education in refugee camps and some arrive in the United States speaking languages that do not have a written form. Critical theory, ethics of care, and culturally responsive pedagogy were used as theoretical frameworks for this dissertation. Critical theory provided an overarching critical lens when looking at SIFE's experiences in secondary school. The framework of ethics of care and culturally responsive pedagogy brought out information about how a teacher can create a positive learning atmosphere for SIFE and help students adjust to school in the United States. The study used an ethnographic methodology to examine and analyze the experiences of refugee adolescent students and their teacher in a newcomer program. The data were collected during the 2010-2011 academic year. Data sources were field notes constructed from participant observations of the classroom; videotapes and audiotapes of class activities; transcripts of audio-recorded individual interviews with students, teachers; and documentation, such as curriculum materials, class records, student work, and my researcher journal. Data were coded using the NVivo8 software program. Initially data were analyzed using a grounded theory approach. Data and findings were then organized to construct analysis of the themes that arose. The data were analyzed using the frameworks of critical theory (Apple, 1996, 2004; Gee, 1996, 1999, 2005; Giroux, 1997, 2003; McLaren, 1994, 2003), an ethics of care (Noddings, 1984; 1995), culturally responsive pedagogy (Gay, 2000, 2010; Ladson-Billings, 1995). The findings of the study demonstrate that despite a relatively unsupportive environment in the school, the participant teacher in the classroom enacted both an ethics of care and culturally responsive/relevant pedagogy. As a result she created a culture that allowed ELL SIFE to adapt successfully into the U.S. education system. The findings of the study should help both policymakers and practitioners to develop and improve programs for adolescent SIFE.
