Abstract The lives of Somali born high school students are complicated by intersections with both race and religion. They often carry refugee histories of trauma and displacement that are further exacerbated during the resettlement process. Schools are struggling to make the kinds of accommodations that will honor the Somali Muslim identity. This study uses hermeneutic and post-intentional phenomenology to look deeply at the lives of these young people. Bachelard's reverie is used to place the researcher critically within the analysis in an attempt to create a transparent and meaningful look at understanding the complexity of their experiences. Educators are called upon to recognize the hegemonic forces that marginalize these students as well as recognize how these forces are traumatic in their lives. Educators are also encouraged to adopt critical pedagogies that open themselves up to the life experiences of their Somali born students. Keywords: Somali, high school, refugee, critical pedagogy, adolescent trauma, cultural humility, intersectionality, hermeneutic phenomenology, post-intentional phenomenology, Bachelard's phenomenology of the imagination
University of Minnesota Ph.D. dissertation. June 2015. Major: Education, Curriculum and Instruction. Advisors: Mark Vagle, Jerome Stein. 1 computer file (PDF); viii, 254 pages.
Entwined in the Complex Tapestry of Schooling: The Experience of Being Somali Newcomer Students in Outstate Minnesota High Schools.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.