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Folly Beach Library
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Wando Mount Pleasant Library
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Village Library
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Otranto Road Library
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Becoming In/Competent Learners in the United States: Refugee Students' Academic Identities in the Figured World of Difference
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- Author(s): Bal, Aydin
- Language:
English- Source:
International Multilingual Research Journal. 2014 8(4):271-290.- Publication Date:
2014- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 20
- Subject Terms: Refugees; Special Education; Identification; English Language Learners; English (Second Language); Second Language Learning; Self Concept; Ethnography; Islam; Cultural Context; Urban Schools; Charter Schools; Muslims; Academic Achievement; Academic Ability; Video Technology; Participant Observation; Rating Scales; Teacher Attitudes; Student Evaluation; Student Behavior; Foreign Countries
- Subject Terms:
- Accession Number: 10.1080/19313152.2014.952056
- ISSN: 1931-3152
- Abstract: A practice-based dialectic theory of identity was used in this study to explore the cultural-historical context of an urban charter school in which a group of newly arrived Muslim Turk refugee students' academic identities were formed. The school, located in the Southwestern United States, was founded by a global Islamist movement. Ethnographic methods were employed over a nine-month period of fieldwork. Findings suggest the demands and consequences of claiming competent learner identities were costly when the refugee students struggled to participate in multiple cultural worlds. The refugee students were sorted into generic institutional identities such as English Language Learners that came with negative social implications and resulted in exclusion of the students from general education classrooms. Over time, the refugee students became closer to special education identification.
- Abstract: As Provided
- Number of References: 46
- Publication Date: 2014
- Accession Number: EJ1044035
- Availability:
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