Social support networks,instant messaging,and gender equity in refugee education

ABSTRACT

This paper addresses the role of instant messaging chat groups to support teacher training and gender equity initiatives in Kenyan refugee camps. Our findings are based on survey data with refugee teachers in Dadaab and Kakuma refugee camps (n?=?203), group interviews with refugee teachers in Kakuma (n?=?21), and interviews with international instructors of teacher training programs in Nairobi, Toronto, and Vancouver (n?=?14). In our analysis, we apply amplification theory, feminist science and technology studies paradigms, and considerations of transnational approaches to understand the use of instant messaging among refugee teacher communities. Our framework explores how social and cultural norms are amplified through transnational text and instant messaging related to teacher training and in support of gender equity. Peer-to-peer group chats draw on transnational learning opportunities and expand these engagements through group chats between men and women refugee teachers across camps as well as through community engagement about gender equity initiatives in education. International instructors identify both value and hesitation in navigating the quantity and content of these communications, such as learning more about refugee teachers’ daily lives in the camps and concern about following and managing the amount of communication that can ensue over chat groups. Our work has practical implications for transnational teacher training programs in refugee camps, illuminates how mobile technology and chat groups allow women and men in the community to engage and support girls’ education, and questions how text messaging affects the lived and day-to-day experiences of women refugee teachers.     

‘Closure’ at Manus Island and carceral expansion in the open air prison

ABSTRACT

Manus prison was officially closed in 2017 following Papua New Guinea’s (PNG) Supreme Court decision that the existence of the camp breached the PNG Constitution. The ‘Namah’ decision was significant in signalling and seeking to curb the imperial reach of Australian law but insufficient in resolving the question of refugee imprisonment. Far from ending the imprisonment of refugees, the closure following the judicial ruling has facilitated the expansion of the imperial carcerality that has characterized Australia’s immigration detention policy since 1992. By revealing how refugee incarceration has been extended and offshore processing instantiated following the closure of Woomera camp in 2003, we argue that official closures of refugee camps Woomera and Manus have been constitutive of carceral expansion that is imperial in form and that reiterates patterns of colonial violence. After tracking imperial expansion, we make a call for prison abolition in the refugee incarceration arena as this is a critical decolonizing strategy.     

Subjectivation,agency and the schooling of raced and dis/abled asylum-seeking children in the Italian context

Abstract

This paper intends to address the challenges that the Italian education system is facing in terms of policies and practices relating to dis/abled asylum-seeking and refugee children, in order to make sense of the politics of daily life inside schools and the network of social services for forced migrants, and to pay renewed attention to the notion of ‘social and educational integration’. The starting point of this paper is the idea that the current model of schooling for asylum-seeking and refugee children is implicated in the making of particular sorts of ‘subjects’, as well as the creation of educational and social exclusions and inequalities. Schools, refugee organisations as well as the work of educators and social workers can be important sites of ‘counter-politics’. Borrowing from the theoretical tools offered by Dis/Ability Critical Race Studies (Dis/Crit) framework and engaging with Judith Butler’s understanding of processes of subjectivation, the paper explores how asylum-seeking and refugee students can be rendered subjects outside the educational endeavour, or indeed outside studenthood. Data from an ongoing constructivist grounded theory doctoral research project, interviews with asylum-seeking children and with professionals working in different refugee services in Rome, are offered to substantiate the argument presented in this paper.     

Constructing autonomy: the significance of architecture in creating and manifesting autonomy in protest camps

ABSTRACT

This study examines how autonomy in protest camps is enabled by and manifested through architecture. Although the importance of space for the struggles for autonomy in protest camps has been recognized in recent research, their architecture has not been widely examined in this respect. This study uses empirical data collected from four different protest camps during 2015–2017 to examine the role of architecture for the struggles for autonomy. The study found that architecture is essential in creating protest camps’ autonomy from the status quo. Furthermore, the results suggest that protesters engage especially with Do-It-Yourself -architecture to organize their lifeworlds in a way that allows, enforces, and reflects their alternative societal structures and practices, thus also enforcing their autonomy as a prefigurative praxis. Overall, the findings of this research suggest that architecture plays a significant role in both creating and manifesting autonomy in protest camps, thus adding architecture as a significant element to be analyzed in protest camps and expanding the existing field of research.     

Notes from underground: fugitive ecology and the ethics of place

Abstract

In this essay, I argue for “fugitive gardening” as a form of “poaching” or “resignifying,” a radical appropriation of hegemonic spaces and practices that both deconstructs the logics of mastery and hygienic possessiveness that underpin colonial culture, and articulates what we might call a fugitive ecology: a dispossession of self in relation to the environment, a refusal to conceive of land, soil or planet in terms of property. Fugitive gardening sets itself in opposition to the prisons, camps and forts that index South African political history, restorying place, environment, and the self as grounds for community formation, dialogue and cooperation. Through readings of Coetzee’s Life & Times of Michael K and other examples of literary and material gardening, I show how such cultivation represents a gesture of belonging in a context where such claims are revolutionary, even treasonous; but unlike farm, fort or prison, fugitive gardening stakes a claim to belonging without possession, home without property and ecological care without an investment in the future. As such, gardening entails a very different understanding of self in relation to place, to nature and to future generations, and a reconceptualisation of narrative and language as representational modes.     

Protest Camps and Repertoires of Contention

Protest camps have become a prominent feature of the post-2010 cycle of social movements and while they have gripped the public and media's imagination, the phenomenon of protest camping is not new. The practice and performance of creating protest camps has a rich history, which has evolved through multiple movements, from Anti-Apartheid to Anti-war. However, until recently, the history of the protest camp as part of the repertoire of social movements and as a site for the evolution of a social movement's repertoire has largely been confined to the histories of individual movements. Consequently, connections between movements, between camps and the significance of the protest camp itself have been overlooked. In this research profile, we argue for the importance of studying protest camps in relation to social movements and the evolution of repertoires noting how protest camps adapt infrastructures and practices from tent cities, festival cultures, squatting communities and land-based autonomous movements. We also acknowledge protest camps as key sites in which a variety of repertoires of contention are developed, tried and tested, diffused or sometimes dismissed. To facilitate the study protest camps we suggest a theory and practice of ‘infrastructural analysis’ and differentiated between four protest camp infrastructures: (1) media & communication, (2) action, (3) governance and (4) re-creation. We then use the infrastructures of media and communications as a brief example as to how our proposed infrastructural analysis can contribute to the study of repertoires and our understanding of the rich dynamics of a protest camp.     

Weaving a Family and a Nation Through Two Latvian Looms

Abstract

This article demonstrates the ways in which some post-Second World War Latvian refugees maintained a sense of ‘cultural nationalism’ across two generations. Using object biography, I interweave the stories of the Apinis family and two weaving looms created in German Displaced Persons camps after the Second World War that are now in the collections of Museum Victoria and the Latvians Abroad: Museum and Research Centre. When the Australian-born daughter ‘returned’ to her parent’s homeland, she was forced to confront the gap between her family’s memories and the memories of people who had remained in Latvia after the war.     

Braided geographies: bordered forms and cross-border formations in refugee comics

ABSTRACT

This article offers a close analysis of a trilogy of ‘refugee comics’ entitled ‘A Perilous Journey’, which were produced in 2015 by the non-profit organisation PositiveNegatives, to conceive of comics as a bordered form able to establish alternative cross-border formations, or ‘counter-geographies’, as it calls them. Drawing on the work of Martina Tazzioloi, Thierry Groensteen, Jason Dittmer, Michael Rothberg and others, the article argues that it is by building braided, multi-directional relationships between different geographic spaces, both past and present, that refugee comics realise a set of counter-geographic and potentially decolonising imaginaries. Through their spatial form, refugee comics disassemble geographic space to reveal counter-geographies of multiple synchronic and diachronic relations and coformations, as these occur between different regions and locations, and as they accumulate through complex aggregations of traumatic and other affective memories. The article contends that we need an interdisciplinary combination of the critical reading skills of humanities scholars and the rigorous anthropological, sociological and theoretical work of the social sciences to make sense of the visualisation of these counter-geographic movements in comics. It concludes by showing how the counter-geographies visualised by refugee comics can subvert the geopolitical landscape of discrete nation-states and their territorially bound imagined communities.     

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.     

Making sense of collective identity and trauma through drawing: the case study of a Palestinian refugee student

Abstract

Identity construction can be very complex for refugee children, especially for Palestinian refugee children. For refugee children, organised violence and immigration are important parts of their life experience that can lead to trauma, which in turn influences how they construct their collective identity. Schools have to consider this specific experience as the development of a meaningful identity is an important factor in refugee students’ well-being and school adjustment. School-based activities centred on creative expression can help refugee students in expressing trauma and in making sense of their identity and migration experience. This paper presents the case study of a 9-year-old Palestinian refugee boy in Canada and explores how he expressed and made sense of his multiple identities in his drawings. Many features of the boy’s drawings evoked a wounded identity, especially spatial disorganisation and enmeshment. Data analysis revealed that the boy might have been experiencing collective identity trauma and that he used drawing and a peer as props to heal his wounded identity. Both drawing and the space offered by his teacher to safely explore and experiment with different identities contributed to the integration of his multiple identities into a meaningful whole, which contributed to his school adjustment.     

Refugees and Migrants, Migrants and Refugees. An Ethnological Approach

This essay addresses the cultural dimension of the concepts refugee and migrant in order to better define their practical validity and authenticity. Examples are drawn from doctoral research and field work with South-East Asian refugees both in camps and in France.     

Is computer gaming a craft? Prehension,* practice,and puzzle-solving in gaming labour

ABSTRACT

This article applies sociological theories of ‘craft’ to computer gaming practices to conceptualise the relationship between play, games, and labour. Using the example of the game Dota 2, as both a competitive esport title and a complex game based around a shared practice, this article examines the conditions under which the play of a computer game can be considered a ‘craft’. In particular, through the concept of ‘prehension’, we dissect the gameplay activity of Dota 2, identifying similarities with how the hand practices craft labour. We identify these practices as ‘contact’, ‘apprehension’, ‘language acquisition’ and ‘reflection’. We argue that players develop these practices of the hand to make sense of the game’s rules and controls. From this perspective, it is the hand that initiates experiences of craft within computer gameplay, and we offer examples of player creativity and experimentation to evidence its labour. The article concludes with a discussion on the need for future research to examine the quality of gaming labour in the context of esports.     

Remembering Mum and Dad: Family History Making by Children of Eastern European Refugees

Abstract

This article explores the memory-making of descendants of post-war displaced persons from Eastern Europe now living in Australia. Their processes to uncover their parents’ wartime, refugee and settlement pasts are mediated through public and personal forums. Accordingly, this analysis is framed by a theory of post-memory, which considers the narrative effects of living in close proximity to (the sometimes concealed) stories of their parents’ displacement and family separation. This cohort search for a wider frame to articulate their parents’ pasts as Eastern European (mainly Polish and Latvian) refugees, which is lacking in public discussions around immigration to Australia. They complicate and in some cases undermine celebratory narratives of migration to Australia and of family settlement. On an intimate level, their parents’ experiences are deployed as a means to grapple with their alternative family structures and less-than-conventional childhoods within immigration centres or camps, which were influenced by discriminatory policy for non-British migrants, and single mothers in particular. When adopting a collective lens, these histories are projected onto wider historical understandings of the immigration scheme, which these descendants of displaced persons seek to complicate.     

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.     

Balancing fidelity,contextualisation, and innovation: learning from an adaption of SASA! to prevent violence against women in the Dadaab refugee camp

ABSTRACT

This article focuses on SASA!, a community mobilisation approach that was developed in Uganda by Raising Voices, with the aim of preventing violence against women. SASA! proved effective in reducing intimate partner violence against women, and has since been used in over 25 countries worldwide. In this article, we draw on recent research into the International Refugee Committee’s implementation of SASA! in Dadaab, Kenya. In particular, we focus on how the refugee camp setting shapes the adaptation and delivery of the SASA! programme and explore the balance to be struck between fidelity to the SASA! methodology, and adaptations to make it suitable for use in this specific humanitarian context.     

Is the subaltern resilient? Notes on agency and neoliberal subjects

ABSTRACT

This essay engages the question of where Gayatri Spivak’s understanding of subalternity is to be located today, and it does so by first establishing a brief genealogy of thinking the outside of modern, capitalist economic and cultural modes of production. This genealogy reaches back to the classic Marxist figure of the lumpenproletariat, moves through its postcolonial reappropriation by Fanon as well as Gramsci’s original articulation of the subaltern, and arrives at Subaltern Studies’ re-articulation of Gramsci’s notion of the subaltern as well as Spivak’s critical dialogue with Subaltern Studies. This first part of the essay lays the ground for an argument that pertains to the relation between subalternity, agency, resistance, and resilience, within a context of neoliberalism in which agency is particularly salient as a way of accounting for the world. The discussion on subalternity and agency builds on Spivak’s critical engagement with the task of ‘giving voice’, as well as on Saba Mahmood’s work on the conceptual entanglement of agency and resistance. This leads me to the central argument that we may be witnessing a shift in the conceptualization of agency, which is particularly salient to a contemporary understanding of subalternity and the shift that the ‘new subaltern’ [Spivak, G., 2012. The new subaltern: a silent interview. In: V. Chaturvedi, ed. Mapping subaltern studies and the postcolonial. London: Verso] indicates: in current neoliberal times, it is perhaps less agency-as-resistance that informs an understanding of the subaltern’s agency, but rather agency-as-resilience. The essay concludes with a critique of resilience.     

‘Black holes in the fabric of the nation’: refugees in Mohsin Hamid’s Exit West

ABSTRACT

This article explores the representation of refugees in Mohsin Hamid’s Exit West, a novel which has been widely celebrated for its response to the refugee crisis of its contemporary moment. In a distinct echo of Salman Rushdie’s claim, thirty-five years earlier, that it ‘may be argued that the past is a country from which we have all emigrated’, Hamid’s novel similarly claims that ‘we are all migrants through time.’ Moreover, like Rushdie’s fiction, Hamid’s novel incorporates elements of magical realism: its protagonists escape their unnamed war-torn city through a ‘door’ that instantaneously transports them to Mykonos, and they subsequently travel through other such ‘doors’ to London and California. Their story is interspersed with a series of vignettes in which other migrants also find themselves magically transported across national borders. As well as considering the ways in which Hamid’s novel seeks to humanise refugees, this article considers the novel’s evocation of a world in which human beings – like capital, images, and (mis)information – have gained access to largely ungovernable networks of instantaneous travel across vast distances. It argues that Hamid’s novel is not just ‘about’ refugees but also constitutes a reflection on how they and their journeys are represented and mediated by actually-existing technologies.     

Between love and behaviour management: the psychodynamic reflective milieu at the Mulberry Bush School

ABSTRACT

This article presents findings from a qualitative research study of the Mulberry Bush School (MBS), a therapeutic residential primary school caring for children with severe social, emotional and behavioural difficulties. The article notes the challenges of working with children who have experienced traumatic relationship breakdown, and reviews ideas and practices developed at MBS to support the children’s development. There is a discussion of the research study’s methodology and main findings. The researchers argue that the therapeutic milieu at MBS maintains a creative tension between a secure, playful context and one where emotional disorder and disturbance are not suppressed. The study describes how a particular psychodynamic model of reflective practice has been successfully instituted at MBS to create a ‘staff therapeutic milieu’ supporting the group living and group learning through which therapy principally occurs. The article closes with comments on the applicability of this model to residential child care practice generally.