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The invisible minority: the academic, linguistic, social, and cultural integration of refugee students in the public schools in Italy and the U.S.: a comparative study

Bashir-Ali, Khadar
http://rave.ohiolink.edu/etdc/view?acc_num=osu1086249790

Abstract Details

2004, Doctor of Philosophy, Ohio State University, Educational Theory and Practice.
The purpose of this study was to look at the issues surrounding the education of Somali Refugee students in the public schools system in Italy and the United States. The focus of the investigation was to study the social, linguistic, and academic issues that facilitate or hinder academic acquisition of the students in the schools. In addition, the intent of the study was to create among educators, administrators, and policy reformers an awareness of the educational concerns these students have in their new contexts. For a period of two years, four participants, two girls and two boys were studied across two countries, Italy and the United States. Data in the form of observation, participatory approach, interviews, document analysis, and field observations and notes were analyzed inductively through a naturalistic ethnographic approach. Four themes were the primary focus of this study: socio-linguistic, socio-cultural, socio-political issues and pedagogical issues. Socio-linguistic issues focused on the linguistic variables associated with second language acquisition and the ability of the students in the study to function linguistically in a new language and culture context which is different from the native language and culture backgrounds of the students in this study. Socio-cultural issues related to the acquisition of a culture through means of assimilation, integration, and marginalization were explored and problematized. The impact of the native culture, family life and social life were also explored and analyzed. Socio-political issues were studied and analyzed in response to educational policy reform adopted by administrators in both countries in relation to meeting the academic and linguistic needs of the Somali Refugee students who were the focus of this academic exploration. In addition, the patterns of behavior in response to the educational environment were studied within the context of school and the classroom in general. Crucial aspects of the life of these children and how they related to their American and Italian peers were investigated. Additionally, the social and linguistic interactions between teacher and student were investigated and analyzed. The goal for the socio-political investigation was to clarify issues of educational access and equity in education related to second language and culture acquisition of these students. Finally, pedagogical concerns regarding teacher preparation and awareness in both contexts of the study were analyzed and recommendations were made for teacher training programs which will eventually prepare teachers to meet the academic needs of socially and linguistically diverse students.
Charles Hancock (Advisor)
386 p.
sociolinguistics; educational policy reform; equity and equality in education; power relations; gender dynamics; ideal pedagogical methods; somali refugees; immigrant students; acquisition and transmission of culture

Recommended Citations

Citations

  • Bashir-Ali, K. (2004). The invisible minority: the academic, linguistic, social, and cultural integration of refugee students in the public schools in Italy and the U.S.: a comparative study [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086249790

    APA Style (7th edition)

  • Bashir-Ali, Khadar. The invisible minority: the academic, linguistic, social, and cultural integration of refugee students in the public schools in Italy and the U.S.: a comparative study. 2004. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1086249790.

    MLA Style (8th edition)

  • Bashir-Ali, Khadar. "The invisible minority: the academic, linguistic, social, and cultural integration of refugee students in the public schools in Italy and the U.S.: a comparative study." Doctoral dissertation, Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086249790

    Chicago Manual of Style (17th edition)

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© 2004, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.