The Experiences of Refugee Youth from Burma in an American High School: Countering Deficit-Based Narratives through Student Voice

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of Illustrations
Acknowledgments
Prologue
Chapter 1: Introduction: Hearing the Voices of Refugee Youth from Burma
	Littleleaf High School: SaySay, Paw Htoo, and Hlaing
	SaySay
	Hlaing
	Paw Htoo
	Purpose and Summary of This Text
	References
Chapter 2: The Ant Climbing the Tree: The Importance of History and Context
	Brief History of Burma and Contextual Information
	Learning to Look Beyond the Single Stories
	Entering the U.S. as Refugees and Immigrants
		Emotional and Social Considerations
		Linguistic and Academic Considerations
		Educational Expectations
		Teacher Preparation
		Contributions from Newcomer Youth
	Youth from Burma in U.S. Schools
	Note
	References
Chapter 3: “Why Do the Highest People Want to Break Me Down?”: Critical Race Theory and Language Practices
	Entering Littleleaf: Wrestling with CRT
	A Brief Introduction to CRT
	CRT and Education
	Language and Whiteness as Symbolic Property
		Language as Property at Littleleaf High
		Privileging Lecture and Writing in English
	Other Means to Support Communication and Learning
	Cultural Identity as Symbolic Property
	Narratives and CRT
	References
Chapter 4: Following the Shoreline of a Study: The Ebbs and Flows of Data, Context, and Analysis
	Critical Ethnography
	Data and Data Collection
		Ethnographic Records
			Student Interviews
		Using Visual Images and Metaphors During the Interview Process
		The Teacher Interviews
	Monitoring Subjectivities
	Contributions to This Project: Mary’s Role and Subjectivities
	Ethical Considerations
		Seeking Consent and Assent
		Names and Pseudonyms
	Littleleaf High School
		Changing Demographics
		Littleleaf: Some History and Context
			The Setting
			Historical Context
			The School Report
	References
Chapter 5: Burmese, Karen, American: Intersecting Identities for the Prom King, the Valedictorian, and the Teacher
	SaySay: The Prom King
		Schooling in Thailand
		Schooling in the U.S.
		Identity Circles
	Hlaing: The Valedictorian
		Schooling in Burma
		Employment in Malaysia
		Schooling in the U.S.
		Identity Circles
	Paw Htoo: The Teacher
		Schooling in Thailand
		Schooling in the U.S.
		Identity Circles
	Identities and Discourses
		The Science Lesson: Identities and Language Access
		SaySay and Hlaing: Rejecting Social Identities to Inhabit Academic Identities
			SaySay: Flying Alone
			Hlaing: The Making of a Valedictorian
		Hlaing’s Math Skills as a Hindrance
		Paw Htoo: Inhabiting Social Identities and Rejecting Academic Identities
			Paw Htoo’s Two Faces
			Strong Oral English Language Skills as a Hindrance to Academic Support
		Intersecting Identities
	References
Chapter 6: The Self-Portrait: How Narratives Trap and Empower Us
	The Storylines of Newcomers in America
		The New Colossus: Immigrants as the Huddled Masses
		Going to College: Immigrants as the Model Minority
		The Easier Life in Mae La: In Search of the American Dream
		Paying It Forward: Owing a Debt to One’s Community and Homeland
		Giving Back to One’s Family
	The Pull of Grand Narratives
	References
Chapter 7: Into the Maelstrom: Bullying, Stereotypes, and Racial Tension
	Bullying in Schools and with Refugee or Immigrant Populations
	The Bullying Incidents
		SaySay
		Hlaing
		Paw Htoo
	A Deeper Look at Bullying
		Into the Vortex: Realistic Group Conflict Theory and Littleleaf
			Changing Demographics at Littleleaf
		Responses to Bullying
			Hlaing, “They Might Think I Hate Them”
			SaySay, “Nobody Will Stop Them”
			Paw Htoo, “I Do What They Do”
		The Model Minority Status as Factor in Bullying
		Conflicting Representations of Masculinity as Bullying Factor
		“Why They Just Let Them Be?” Differing Standards as Bullying Factor
	Limitations of RGCT and Contributions of CRT in Understanding Bullying at Littleleaf
	Overcoming Obstacles to Authentic Integration
	References
Chapter 8: Working Toward a Paradigm Shift
	Critical Race Theory as Lens: Retrospective, Introspective, and Prospective
	Making a Change in Schools, Teaching, Teacher Preparation, and Research
	Epilogue
	References
Appendix: Interview Questions
	The First Interview
	The Second Interview
	The Third Interview
		Questions for SaySay
		Questions for Hlaing
		Questions for Paw Htoo
Index