"But I am still strong": The schooling experiences and identities of three refugees from Burma
Roof, Lisa Marie
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Despite growing numbers of refugees entering the United States from Burma since 2007 (Martin, 2010; Martin & Yankay, 2013, 2014), there are few studies that help teachers, administrators, and researchers understand the experiences of refugee populations in general. Even fewer studies address the needs of specific groups of refugees. This qualitative case study explored the identities and experiences of three adolescent refugee students from Burma who attended an urban high school in the northeastern United States. Using Critical Race Theory as a framework, I examined the grand narratives, counter-narratives, and embedded sociocultural ideologies that influenced the participants’ identities and experiences. Traditional schooling practices and language policies that were intended to support the students’ literacy practices and identities reinforced dominant asymmetrical power relationships and hindered student learning. This study also examined two students’ accounts of bullying and how sociocultural and historical factors shaped these events.