Between Dec 19, 2024 and Jan 2, 2025, datasets can be submitted to DRUM but will not be processed until after the break. Staff will not be available to answer email during this period, and will not be able to provide DOIs until after Jan 2. If you are in need of a DOI during this period, consider Dryad or OpenICPSR. Submission responses to the UDC may also be delayed during this time.
 

Entwined in the Complex Tapestry of Schooling: The Experience of Being Somali Newcomer Students in Outstate Minnesota High Schools

Loading...
Thumbnail Image

Persistent link to this item

Statistics
View Statistics

Journal Title

Journal ISSN

Volume Title

Title

Entwined in the Complex Tapestry of Schooling: The Experience of Being Somali Newcomer Students in Outstate Minnesota High Schools

Published Date

2015-06

Publisher

Type

Thesis or Dissertation

Abstract

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

Description

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.

Related to

Replaces

License

Collections

Series/Report Number

Funding information

Isbn identifier

Doi identifier

Previously Published Citation

Other identifiers

Suggested citation

Moriarty, Sheila. (2015). Entwined in the Complex Tapestry of Schooling: The Experience of Being Somali Newcomer Students in Outstate Minnesota High Schools. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/175270.

Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.