From Deficit to Asset: Locating Discursive Resistance in a Refugee-Background Student’s Written and Oral Narrative

References

• Achebe, C. (2003). Home and exile. Edinburgh, UK: Canongate Books.
   Google Scholar
• Adichie, C. (2009, July). Chimamanda Ngozi Adichie: The danger of a single story [Video file]. Retrieved from http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html
   Google Scholar
• Al Huraibi, N. (2014). Islam, gender and migrant integration: The case of Somali immigrant families. El Paso, TX: LFB Scholarly.
   Google Scholar
• Bell, J. S. (2002). Narrative research in TESOL: Narrative inquiry: More than just telling stories. TESOL Quarterly, 36, 207–213. doi:10.2307/3588331
   Web of Science ®Google Scholar
• Besteman, C. (2013). Somali Bantus in a state of refuge. Bildhaan: An International Journal of Somali Studies, 12(1), 11–33.
   Google Scholar
• Bigelow, M. (2010). Mogadishu on the Mississippi: Language, racialized identity, and education in a new land. New York, NY: Wiley-Blackwell.
   Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Westport, CT: Greenwood Press.
   Google Scholar
• Byrne, M. (2013). The failed state and failed state-building: How can a move away from the failed state discourse inform development in Somalia? Birkbeck Law Review, 1, 111–134.
   Google Scholar
• Callahan, R. (2005). Tracking and high school English learners: Limiting opportunity to learn. American Education Research Journal, 42, 305–328. doi:10.3102/00028312042002305
   Web of Science ®Google Scholar
• Cooke, M. (2008). “What we might become”: The lives, aspirations, and education of young migrants in the London area. Journal of Language, Identity and Education, 7, 22–40. doi:10.1080/15348450701804698
   Web of Science ®Google Scholar
• Crisp, J. (2003). No solutions in sight: The problem of protracted refugee situations in Africa. New Issues in Refugee Research (UNHCR Working Paper 75). Retrieved from http://www.unhcr.org/
   Google Scholar
• DeCapua, A., & Marshall, H. W. (2011). Reaching ELLs at risk: Instruction for students with limited or interrupted formal education. Preventing School Failure: Alternative Education for Children and Youth, 55, 35–41. doi:10.1080/10459880903291680
   Google Scholar
• Eastmond, M. (2007). Stories as lived experience: Narratives in forced migration research. Journal of Refugee Studies, 20, 248–264. doi:10.1093/jrs/fem007
   Web of Science ®Google Scholar
• Ellis, B., MacDonald, H., Lincoln, A., & Cabral, H. (2008). Mental health of Somali adolescent refugees: The role of trauma, stress, and perceived discrimination. Journal of Consulting and Clinical Psychology, 76, 184. doi:10.1037/0022-006x.76.2.184
   PubMed Web of Science ®Google Scholar
• Erel, U. (2010). Migrating cultural capital: Bourdieu in migration studies. Sociology, 44, 642–660. doi:10.1177/0038038510369363
   Google Scholar
• Esin, C., Fathi, M., & Squire, C. (2014). Narrative analysis: The constructionist approach. In U. Flick (Ed.), The Sage handbook of qualitative data analysis (pp. 203–216). Thousand Oaks, CA: Sage.
   Google Scholar
• Freire, P. (1973). Education for critical consciousness. London: Bloomsbury.
   Google Scholar
• Ghazali, M. H. (2010). When the heart grows sad: Loss, absence, and the embodiment of traumatic memory amongst Somali Bantu refugees in Kansas City (Unpublished master’s thesis). University of Kansas, Lawrence, Kansas, USA.
   Google Scholar
• Gutiérrez, K. D., & Orellana, M. F. (2006). The “problem” of English learners: Constructing genres of difference. Research in the Teaching of English, 40, 502–507.
   Web of Science ®Google Scholar
• Hannah, J. (1999). Refugee students at college and university: Improving access and support. International Review of Education, 45, 151–164. doi:10.1023/A:1003640924265
   Google Scholar
• Horst, C. (2006). Transnational nomads: How Somalis cope with refugee life in the Dadaab camps of Kenya. Oxford, UK: Berghahn Books.
   Google Scholar
• Hough, M. (2011). Why now? A brief history of Somalia. In K. Huisman, M. Hough, K. Langellier, & C. Toner (Eds.), Somalis in Maine: Crossing cultural currents (pp. 7–19). Berkeley, CA: North Atlantic Books.
   Google Scholar
• Huisman, K. (2011). Why Maine? Secondary migration decisions by Somalis in Maine. In K. Huisman, M. Hough, K. Langellier, & C. Toner (Eds.), Somalis in Maine: Crossing cultural currents (pp. 23–47). Berkeley, CA: North Atlantic Books.
   Google Scholar
• Huisman, K. A., Hough, M., Langellier, K., & Toner, C. (2011). Somalis in Maine: Crossing cultural currents. Berkeley, CA: North Atlantic Books.
   Google Scholar
• Kanno, Y., & Varghese, M. M. (2010). Immigrant and refugee ESL students’ challenges to accessing four-year college education: From language policy to educational policy. Journal of Language, Identity and Education, 9, 310–328. doi:10.1080/15348458.2010.517693
   Web of Science ®Google Scholar
• Kapteijns, L., & Arman, A. (2008). Educating immigrant youth in the United States: An exploration of the Somali case. Bildhaan: An International Journal of Somali Studies, 4, 18–43.
   Google Scholar
• Keddie, A. (2012). Pursuing justice for refugee students: Addressing issues of cultural (mis)recognition. International Journal of Inclusive Education, 16, 1295–1310. doi:10.1080/13603116.2011.560687
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35, 3–12. doi:10.3102/0013189x035007003
   Google Scholar
• Langellier, K. M. (2010). Performing Somali identity in the diaspora: “Wherever I go I know who I am.” Cultural Studies, 24, 66–94. doi:10.1080/09502380903200723
   Web of Science ®Google Scholar
• Lehman, D. V., & Eno, O. (2003). The Somali Bantu: Their history and culture. Washington, DC: Center for Applied Linguistics–Cultural Orientation Resource Center. https://eric.ed.gov/?id=ED482784
   Google Scholar
• MacDonald, M. T. (2015). Emissaries of literacy: Representations of sponsorship and refugee experience in the stories of the Lost Boys of Sudan. College English, 77, 408–428.
   Web of Science ®Google Scholar
• Malkki, L. H. (1996). Speechless emissaries: Refugees, humanitarianism, and dehistoricization. Cultural Anthropology, 11, 377–404. doi:10.1525/can.1996.11.3.02a00050
   Web of Science ®Google Scholar
• McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research, 75, 329–364. doi:10.3102/00346543075003329
   Web of Science ®Google Scholar
• Menkhaus, K. (2013). Somalia: State collapse and the threat of terrorism (Adelphi Paper No. 364). New York, NY: Routledge.
   Google Scholar
• Mermin, J. (1997). Television news and American intervention in Somalia: The myth of a media-driven foreign policy. Political Science Quarterly, 112, 385–403. doi:10.2307/2657563
   Web of Science ®Google Scholar
• Mitchell, K. (2012). English is not all that matters in the education of secondary multilingual learners and their teachers. International Journal of Multicultural Education, 14(1), 1–21. doi:10.18251/ijme.v14i1.495
   Google Scholar
• Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141. doi:10.1080/00405849209543534
   Google Scholar
• Montero, M. K., Ibrahim, H., Loomis, C., & Newmaster, S. (2012). “Teachers, flip your practices on their heads!” Refugee students’ insights into how school practices and culture must change to increase their sense of school belonging. Journal of Multiculturalism in Education, 8(3), 1–28.
   Google Scholar
• Pham, J. P. (2010). Putting Somali piracy in context. Journal of Contemporary African Studies, 28, 325–341. doi:10.1080/02589001.2010.499233
   Google Scholar
• Pimentel, C. (2011). The politics of caring in a bilingual classroom: A case study on the (im) possibilities of critical care in an assimilationist school context. Journal of Praxis in Multicultural Education, 6(1), 7. doi:10.9741/2161-2978.1053
   Google Scholar
• Ramsden, R., & Ridge, D. (2012). “It was the most beautiful country I have ever seen”: The role of Somali narratives in adapting to a new country. Journal of Refugee Studies, 26, 226–246. doi:10.1093/jrs/fes021
   Web of Science ®Google Scholar
• Ricento, T. (2013). Dis-citizenship for refugees in Canada: The case of Fernando. Journal of Language, Identity and Education, 12, 184–188. doi:10.1080/15348458.2013.797265
   Web of Science ®Google Scholar
• Rose, P. I. (1993). Tempest-tost: Exile, ethnicity, and the politics of rescue. Sociological Forum, 8(5–24). doi:10.1007/bf01112328
   Web of Science ®Google Scholar
• Roxas, K. (2008). Who dares to dream the American dream? The success of Somali Bantu male students at an American high school. Multicultural Education, 16(2), 2–9.
   Google Scholar
• Roy, L. A. (2008). Language and literacy practices: Somali Bantu refugee students and families in a predominantly Latino school and community. (Unpublished doctoral dissertation). University of Texas, San Antonio, TX.
   Google Scholar
• Roy, L. A., & Roxas, K. C. (2011). Whose deficit is this anyhow? Exploring counter-stories of Somali Bantu refugees’ experiences in “doing school.” Harvard Educational Review, 8, 521–542. doi:10.17763/haer.81.3.w441553876k24413
   Google Scholar
• Shapiro, S. (2014). “Words that you said got bigger”: English language learners’ lived experiences of deficit discourse. Research in the Teaching of English, 48, 386–406.
   Web of Science ®Google Scholar
• Souto-Manning, M. (2014). Critical narrative analysis: The interplay of critical discourse and narrative analyses. International Journal of Qualitative Studies in Education, 27, 159–180. doi:10.1080/09518398.2012.737046
   Google Scholar
• Street, B. (1984). Literacy in theory and practice. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Thompson, C. (2011). Absent audiences: Youth identity formation in preparations for performance. Journal of Language, Identity and Education, 10, 22–40. doi:10.1080/15348458.2011.539966
   Web of Science ®Google Scholar
• Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York, NY: Teachers College Press.
   Google Scholar
• Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
   Google Scholar
• Varghese, M. (2012). A linguistic minority student’s discursive framing of agency and structure. In Y. Kanno & L. Harklau (Eds.), Linguistic minority immigrants go to college: Preparation, access, and persistence (pp. 148–162). New York, NY: Routledge.
   Google Scholar
• Warriner, D. (2004). “The days now is very hard for my family”: The negotiation and construction of gendered work identities among newly arrived women refugees. Journal of Language, Identity and Education, 3, 279–294. doi:10.1207/s15327701jlie0304_4
   Google Scholar
• Warriner, D. S. (2013). “It’s better life here than there”: Elasticity and ambivalence in narratives of personal experience. International Multilingual Research Journal, 7, 15–32. doi:10.1080/19313152.2013.747421
   Google Scholar
• Yin, R. K. (2002). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar