Visual methodologies for research with refugee youth

Abstract

In the current moment of social, political, economic and environmental disquiet, unprecedented numbers of children have been forced to leave their homes and settle in new communities. As schools worldwide receive increasing numbers of refugee youth, there is a pressing need for thoughtful educational research that inquires into the unique individual needs and experiences of displaced learners. Given that students’ journeys are shaped by movements across physical, cultural and linguistic spaces, we suggest that related scholarship might benefit from Third Space theory. Within this theoretical framework, neither language nor culture is static. Rather, both are continuously shaped through interactions – including those that are non-verbal. For students who may be learning in an unfamiliar language, visual methodologies offer a means and venue for communication. To explore how refugee youth might benefit from Third Space theory and visual methodologies, we first review scholarship that examines how children and schools negotiate educational space. We then describe a series of methodologies that scholars might consider when conducting research with refugee youth, including photovoice, fotonovela, digital storytelling and quilting. Significantly, pairing a Third Space theoretical framework with visual and participatory methodologies may address issues of language, power, vulnerability and ethics.     

Voices rarely heard: Personal construct assessments of Sub-Saharan unaccompanied asylum-seeking and refugee youth in England

Unaccompanied refugee minors are particularly vulnerable to stress and risk during the journey to asylum-countries and in the post-migration environment. This study aimed to determine ways in which positive post-migration development and integration could be achieved for this group. Thematic analysis of interviews based on Personal Construct assessments reflected young asylum-seeking and refugee individuals' experiences of their social situation in England. Participants emphasised the importance of social support as a means for hope, as an escape from distress and as an opportunity to form relationships that resembled family bonds. They expressed their desire to move forward and to achieve their goals, as well as their fear of rejections and issues related to trust. The participants' voices illustrate areas where gaps remain to be filled in terms of providing sufficient support to unaccompanied minors and youth in England, with implications for future research, policy and practice. The importance of providing unaccompanied children and youth with an opportunity to engage in meaningful activities with peers and adults is demonstrated and the need to provide initiatives that seek to prevent discrimination is highlighted.     

#WE SPEAK: exploring the experience of refugee youth through participatory research and poetry

Despair and a sense of hopelessness have been uninvited fellow travellers for many refugees. Despite the myriad challenges facing refugee populations there are numerous barriers to accessing services in a South African context. This is especially true for refugee youth who often fall through the gap of support given to adults or children. This paper explores the benefits of following a narrative, reflexive approach to participatory action research with refugee youth living in Durban, South Africa. We conducted a series of workshops with a focus on creating safe dialogical spaces, identity and values, agency, social connection and performativity using a Critical Reflexive Framework. What emerged early in the research was a sense of despair due to challenges like poverty and xenophobia, making daily life stressful and unsafe. This was coupled with feelings of hopelessness in a future lacking in possibilities. When these feelings are not dealt with it can result in psychological distress and involvement in a range of antisocial behaviours. However, by following a strength-based methodology in creative interventions to re-member abilities, opportunities can be created for rendering hope and agency. The experience is explored through the voices of participants using narrative dialogical analysis and poetic inquiry.     

Reconceptualising refugee education: exploring the diverse learning contexts of unaccompanied young refugees upon resettlement

Abstract

This article explores unaccompanied young refugees’ participation in various learning contexts beyond school. Drawing from a qualitative study based on interviews with unaccompanied young refugees, educators and social workers in Norway, the findings emphasise the need for a holistic approach to refugee education in and across contexts of learning. The refugees originate from countries where access to formal schooling was difficult or disrupted. Many of them have been exposed to traumatic events prior to arrival. As the educational and psychosocial needs of resettled refugees are diverse and complex, it is unlikely that schools are able to meet them all. Participation in diverse settings, activities and practices beyond school may expand young refugees’ opportunities for meaningful learning as well as promote their social inclusion. Facilitating access to adequate learning contexts, along with supporting their own commitment to succeed, is decisive for young refugees’ educational achievement, psychosocial adjustment and inclusion in society. The paper emphasises the need for reconceptualising refugee education as inclusive of diverse learning contexts in and outside of school. Enhanced collaboration between schools, local community organisations and wider society will facilitate and support resettling young refugees’ opportunities to achieve their fullest potential.     

Collaboration patterns among Swedish professionals in the repatriation of unaccompanied asylum-seeking refugee children: an explorative study

This study explores patterns of collaboration between Swedish professionals involved in the repatriation of unaccompanied asylum-seeking refugee children. A qualitative case study methodology was used. Semi-structured interviews were conducted with a total of 20 statutory social workers, social workers at care homes, police officers, Swedish Migration Board officers, and legal guardians. A thematic approach was used to analyse the data. The results showed low levels of collaboration among the professionals and the use of different strategies by the professionals to manage their work tasks. Patterns were found among the professionals: some tended to isolate themselves from interaction and acted on the basis of personal preference, and others tended to behave sensitively, withdraw, and become passive observers rather than active partners in the repatriation process. These behaviours made it difficult for the relevant professionals to employ dignity and efficiency in the repatriation of unaccompanied asylum-seeking refugee children.     

Factors in educational exclusion: including the voice of the youth

The processes of educational exclusion are multiple and diverse. Research has shown that exclusion from school goes far beyond access. It is associated with crucial issues related to educational processes (belonging, recognition or representation) and results (knowledge or certificates). The objective of this article is to delve into the analysis of factors in educational exclusion, including the voice of the youth, as a key element in understanding these factors. The article begins with a literature review addressing the meaning, mechanisms and profiles of educational exclusion. It then presents qualitative fieldwork, consisting of six focus groups of young people (aged 14–24) who have been excluded from mainstream educational institutions in Barcelona, Spain. The results of the empirical analysis point to four critical elements in the process of educational exclusion as experienced by the youth: educational transitions; the role of teachers; the impact of grouping practices and disciplinary mechanisms; and the contrast between mainstream educational institutions and alternative learning arenas. By including the voice of the youth, the article provides a better understanding of the factors contributing to educational exclusion so as to advance in the construction of an educational system able to guarantee students’ right to learn and succeed in school.     

The experience of open access youth work: the voice of young people

This research explores young people’s experiences of open access youth work and identifies what they consider to be its value. The detailed analysis of the data, achieved through focus groups, revealed that ‘association’ was a key driver of engagement. It also highlighted the support system the youth club creates amongst the peers. The young people also valued the relationships they form with youth workers and acknowledge the support and guidance offered to them which better enables them to reflect on and navigate their complex lives. Young people also valued the acceptance they feel from the community developed in the youth space. It provided comfort and reassurance when at times they do not feel like they fit in anywhere else. This research offers a significant counter to the tide of current targeted youth work policy which is resulting in the demise of a provision which, judged by the findings from this research, appears to be highly valued by, and beneficial to, young people.     

Rethinking youth voice and institutional power: Reflections from inside a service learning partnership in a California juvenile hall

This article shares the dilemmas that emerge from a community service project that engages students in a systematic critique of the juvenile justice system from the inside. It explores how competing images of youth (as dangerous thugs, vulnerable children and kids who have made bad choices) coexist uneasily within the juvenile justice system and significantly shape and constrain this community service learning project. They influence how volunteers understand their experiences and relationships with students inside, and they shape how young people in the system speak about their own lives, the inequalities they see around them, and the juvenile justice system itself. By exploring these dynamics this article aims to develop a more nuanced understanding of youth voice.     

Preparation and transition planning for unaccompanied asylum-seeking and refugee young people: A review of evidence in England

Most unaccompanied asylum-seeking young people arrive in the UK in their mid teen years. Preparation and planning for transition to adulthood should therefore be at the forefront of the minds of care-givers and social workers. This paper reviews current research evidence on the response of social work services to this group of young people in England, with a particular focus on what is known about the circumstances in which young people may be best prepared for adult life, how they fare in comparison to other young people in public care, and on the challenges presented for pathway planning that arise at the intersection between social work and the asylum determination process. The evidence for England is situated, wherever possible, against evidence drawn from international literature in this field and the need for a broader research agenda (incorporating more longitudinal work on care and leaving care pathways) is highlighted in order to strengthen the evidence base to support policy and practice in this field.     

Sudanese refugee youth in foster care: the "lost boys" in America

This study examined the resettlement experiences of unaccompanied Sudanese refugee youth placed in foster care from the perspectives of the youth, foster parents, and agency caseworkers. Youth experienced considerable success. The challenges of adjusting to school and family life, however, suggest a need for funding to support more intensive educational services, more cultural training and support for foster parents and school personnel, and flexibility to provide services in more culturally appropriate modalities.     

Youth evaluating programs for youth: stories of Youth IMPACT

Youth evaluators describe their findings from an extensive evaluation of forty youth programs in San Francisco. Interviews with current youth and the former program director provide insight into the promise and challenge of youth participation.     

The voice of troubled youth: Children's and adolescents' ideas on helpful elements of care

This article presents the findings of a qualitative study in a Flemish centre for children and adolescents with emotional and behavioural disorders. The aim of this study was twofold. First, we wanted to examine how youth reflect on their own behaviour and that of their peers'. Secondly, we wanted to know what, according to the youth, are the most significant helpful elements of treatment. Analysis shows a continuum of negative behaviour, ranging from relatively ‘normal’ disruptive behaviour such as arguing, up to serious disruptive behaviour such as physical aggression. This behaviour has a negative influence on the climate of the organization. ‘Availability of staff’, ‘nearness of staff’, ‘a clear set of rules and boundaries’, and ‘some time on my own/some alone time’ are perceived as helpful elements of treatment. ‘Strictness’, ‘not listening’, and ‘inappropriate staff attitudes and interventions’ are perceived as counterproductive elements of treatment. Results are discussed and recommendations both on the orthopedagogical as well as on the scientific level are formulated.     

Cultivating youth voice through participation in a Foster youth advisory board: Perspectives of facilitators

This study explored the construct of youth voices in one state youth advisory board (YAB) from the perspective of program staff and child welfare liaisons and administrators (referred to as ‘facilitators’). Our aim was to understand how youth voice is defined and activated on a foster youth advisory board. In-depth interviews with 13 facilitators of a YAB in a Mid-western state were conducted between August 2013 and June 2014. These interviews were a part of a larger study that investigated what 33 current and former elected officers of a YAB learned from participation. Each interview lasted between 1 and 1/2 to 2 h. A grounded dimensional analysis was used to investigate facilitators' perceptions of the impact of participation on the development of advocacy for self and others. Findings indicated that the belief system of facilitators, provision of social support, opportunities to try new roles, and state agency leadership contributed to the cultivation of youth voice through two parallel processes: personalization and professionalization. Suggestions for practice and YAB development are made to enhance sustainability and decrease tokenization of foster youths' voices in child welfare systems.     

Repatriation: its role in resolving Africa's refugee dilemma

The literature on Africa's refugees has grown dramatically over the past decade. 2 issues, however, remain relatively unresearched and poorly understood - the plight of urban refugees and the problems associated with repatriation. This article examines the dimensions of the latter. After placing repatriation into the context of contemporary durable solutions applied to the African refugee dilemma, the article examines some of the problems, concerns and frustrations associated with African repatriation exercises in terms of cultural, economic, and political obstacles encountered in the process of repatriation and the concomitant rehabilitation of refugees in their areas of origin. The article is illustrated with examples drawn from the Southern Sudanese repatriation of the early 1970s.     

Bridging refugee youth and children's services: a case study of cross-service training

Bridging Refugee Youth and Children's Services(BRYCS), a public-private partnership between the federal Office of Refugee Resettlement, Lutheran Immigration and Refugee Service, and the United States Conference of Catholic Bishops, provides national technical assistance to public child welfare. After a series of "community conversations," BRYCS identified a lack of knowledge among child welfare staff about newcomer refugees, negative stereotypes, and a fear of child protective services among refugees. BRYCS initiated a number of technical assistance initiatives, including a pilot cross-service training project in St. Louis to strengthen collaboration between child welfare and refugee-serving agencies. This article details the lessons learned from this training and recommends changes in policy and practice.     

Generating stories of resilience: helping gay and lesbian youth and their families

Lesbian, gay, and bisexual youth have often been forgotten in the provision of care to families. Not only are 10%-12% of all youth lesbian, gay, or bisexual, they all have families of origin and many also have "families of choice" that are dramatically increasing the numbers of persons who are directly affected. These youth can suffer disqualification ranging from internalized poor esteem and suicidality to physical danger, often at the hands of those very persons who are expected to care for them--families, educators, and health care providers. This article examines both how homophobia and heterosexism are both manifest and recovered from using case examples and offering therapeutic suggestions to clinicians.     

Youth Advisors Driving Action: hearing the youth voice in mental health systems of care

The Children's Mental Health Initiative (CMHI) is funded by the Center for Mental Health Services within the Substance Abuse and Mental Health Services Administration. CMHI assists communities in developing comprehensive, coordinated services for children with serious emotional disturbances and their families. Broadly speaking, these systems are designed to be child centered, youth guided, family driven, community based, and culturally competent. To assure implementation of the "youth-guided" core value in the national evaluation, an advisory group of youth coordinator/youth teams representing communities across the country was developed. This group chose the name YADA-Youth Advisors Driving Action. YADA has made a substantive contribution to national evaluation efforts by bringing the youth perspective and voice to its audience at the community and national levels. This article describes YADA's founding and development, as well as related implications for psychosocial nurses.     

Why advocacy research?: Reflections on research and activism with immigrant women

This article discusses some of the common problems that arise in fomenting participatory research, and proposes that some form of advocacy research may be a more accessible alternative. The advocacy research alternative is distinguished from the pure model of participatory research by several factors: 1) the people being studied do not control the research; 2) advocacy research recognizes that it is not always possible to know in advance precisely what research findings will in fact be “useful” as a tool of social change; and 3) advocacy research is realized through political action, but not necessarily in the same community in which the research was conducted. I discuss advocacy research by relating some of my research experiences in a Mexican undocumented immigrant community in northern California, and how I utilized some of the research materials in an outreach program aimed at Latina immigrant domestic workers in Los Angeles.     

The social care needs of unaccompanied minors: the Irish experience

This article examines forms of care which can be used by social workers to best respond to unaccompanied minors (UAMs) given their complex needs and particular vulnerability combined with their agency and resilience. The vulnerabilities and agency/resilience of UAMs are examined in the context of multiple borders (cultural, political and physical) being negotiated by these young people. While it focuses on Ireland as an example of a country where care provision for UAMs has improved considerably in recent years, it draws on both the Irish and international literatures. This article critically analyses the shift from hostel to foster care provision for UAMs in Ireland and explores benefits and difficulties associated with using foster care, while also discussing the use of alternative forms of care, such as residential care. We argue that social workers must always give consideration to a range of care options, to the needs of the individual child and to both their vulnerability and their resilience/agency. This is especially true given the diversity within the population of UAMs. Given the increasing numbers of refugees entering Europe and the mix of provision for UAMs across the continent, the Irish situation may represent a useful site for examination of their care.     

Locating “youth voice:” Considering the contexts of speaking in foster care

Within social services, an increasingly significant movement supports giving “voice” to children and youth, enabling them to express their views and to have those views taken into account in matters that affect them. In this article, the author draws from narratives of young people who grew up in foster care, examining stories of their efforts to impact the course of their own lives. The article explores the ways that very specific contexts and relationships of power shaped the utterances of young people in the foster care system and distorted, muted, or amplified their abilities to express their need and interests. This is a beginning attempt to identify ways that contexts of speaking in foster care can be understood and altered in order to strengthen the capacity of young people to voice their concerns and aspirations.