Search results
1 – 6 of 6Vanesa Beka, Vera Caine, D. Jean Clandinin and Pam Steeves
Children who are refugees and who live with disabilities are among the most at-risk groups for marginalization due to compounded disadvantages from the intersection of risk…
Abstract
Purpose
Children who are refugees and who live with disabilities are among the most at-risk groups for marginalization due to compounded disadvantages from the intersection of risk factors such as refugee status and disability status. Despite their high risk, there is no systematic data collected on this group and scant literature on the topic contributing to a feeling of invisibility. The purpose of this study is to better understand the experiences of Syrian refugee families with children living with disabilities.
Design/methodology/approach
The authors conducted a narrative inquiry into the experiences of two Syrian refugee families with children living with disabilities. Narrative inquiry is a way to understand experience as a storied phenomenon.
Findings
In attending to the families’ stories of their experiences across time, place and social contexts, two narrative threads resonated across their experiences including waiting and a struggle for agency as well as disruption and continuity.
Research limitations/implications
Narrative inquiry does not produce generalizable results but, rather, gives insight into the unique experiences of individuals.
Originality/value
To understand the complexities of the experience of a refugee family with a child living with disabilities, attending to their lived and told stories is essential.
Details
Keywords
Women leaders are critically underrepresented in academic leadership, and the leadership of diverse groups of women has been profoundly undervalued. Women of color leaders within…
Abstract
Women leaders are critically underrepresented in academic leadership, and the leadership of diverse groups of women has been profoundly undervalued. Women of color leaders within higher education face a double bind of racial and gender disparity and biases within the education workforce and their institutions. This chapter situates leadership in the education workforce and the process of women of color becoming leaders within an understanding of intersecting social identities and intersectionality. At all levels of higher education, women of color, particularly Black women, have increased over time and present an opportunity to understand how their intersecting identities, feminist standpoint, and collective community contribute to increased racial diversity, gender diversity, and inclusive workplaces.
Details
Keywords
Disruptive students in the classroom can affect classroom dynamics and individual teacher-student interactions. The purpose of this qualitative research study was to discover…
Abstract
Disruptive students in the classroom can affect classroom dynamics and individual teacher-student interactions. The purpose of this qualitative research study was to discover perceptions female teachers harbor toward misbehaving African-American elementary school males. The study incorporated a narrative inquiry to investigate perceptions female teachers have toward African-American male elementary school students. The research project involved a purposeful sample of eight female elementary teachers, four African-American teachers and four Caucasian teachers from one public school district in the southeastern United States. The female teachers reflected on their lived experiences and perceptions derived from experiences and encounters they have with African-American elementary school males. Data collection from the study occurred through individual responses from a survey and follow-up telephone interviews. From teacher's descriptions of perceived successes and failures, coded commonalities in reports, labeled themes, conclusions, and recommendations resulted from data collection and analysis. The findings revealed some African-American male elementary school students misbehave in the classroom and others do not. The term “misbehave” is based upon the experiences and type of interactions and exchanges teachers had with African-American male students in the classroom and African-American males outside the school environment. Gender, culture, and language may factor in creating effective teacherstudent interactions to enable better relationships and student outcomes.
Details