Citation

Lemke M, Nickerson AB. Child. Geogr. 2020; 18(5): 529-543.

Copyright

(Copyright © 2020, Informa - Taylor and Francis Group)

DOI

10.1080/14733285.2020.1740650

PMID

unavailable

Abstract

There is a growing body of interdisciplinary scholarship on the traumas inherent in forced migration and the corresponding educational and mental health needs of displaced youth. Yet, there is limited empirical research on how political and normative culture affects this relationship. This article presents findings from a larger multi-method qualitative case study that utilized observations, document collection, interviews, and focus groups to investigate how US high school personnel leveraged available policy and programmatic supports to address displaced student educational needs. Educator knowledge of student cultural histories coupled with awareness of how trauma can disrupt social and cognitive development was found to support anti-deficit thinking among staff and positive student transitioning into the US educational system within the current political environment. Building on literature concerned with the politics of education and ways to address structural oppression through culturally responsive and trauma-informed practices, this research develops a framework for understanding important intersections between schooling practices, context-specific resettlement culture, and student experience.

Language: en

Keywords

case study methodology; Critical theory; culturally responsive and trauma-informed practice; displacement; politics of education