Abstract
Drawing on data from a 42-month ethnography of refugee networks in Arizona, I explore refugee youth forging hybrid identities and spaces in US educational contexts. Utilizing the notion of space-making (Das Gupta, 2006), I demonstrate how they simultaneously stream webcam video from a refugee camp or music from their home countries while completing lessons in an online credit recovery program or high school course. They engage in what I refer to as transworlding, or the practice of mediating emergent identities and navigating figured worlds (Holland; Lachicotte; Skinner; Cain, 1998) of refugee learning while challenging normative and marginalizing educational practices.
| Original language | English (US) |
|---|---|
| Article number | e99889 |
| Pages (from-to) | 1-19 |
| Number of pages | 19 |
| Journal | Educacao and Realidade |
| Volume | 45 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2020 |
Keywords
- Figured Worlds
- Online Credit Recovery
- Refugees
- Space-Making
- Transworlding
ASJC Scopus subject areas
- Education
- Arts and Humanities (miscellaneous)
- Social Sciences (miscellaneous)