Beyond refuge: A theoretical framework for emancipatory education of forcibly-displaced youth

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dc.contributor.advisorWaite, Duncan
dc.contributor.authorSwisher, Jason R
dc.contributor.committeeMemberStraubhaar, Rolf
dc.contributor.committeeMemberKoschoreck, James
dc.contributor.committeeMemberOkilwa, Nathern
dc.date.accessioned2021-03-29T13:27:08Z
dc.date.available2021-03-29T13:27:08Z
dc.date.issued2021-05
dc.description.abstractAs the record number of forcibly-displaced persons in the world continues to rise, more people of differing origins are sharing space and trying to live together. Prolonged displacement has turned into permanent resettlement and citizenship. To reflect this geopolitical transformation, education too must transform. In this vertical case study, I used a postcritical ethnographic approach to explore abstractions, practicalities, impediments, and assets proffered by my research participants to illustrate what an educational transformation should and could look like via a theoretical framework for emancipatory education of forcibly-displaced youth in mainstream schools. I engaged in interviews, focus groups, and participant observations to gather data from 34 participants across local, state, national, and international levels of educational influence, resulting in a diverse collection of perspectives. I represented the results of the study in a narrative and discussion upon which I aim for educators to build. An emancipatory education of forcibly-displaced youth must begin with an examination of ourselves, our systems, and our societies and be sustained by leadership, policies, and practices based in love, empathy, listening, learning, and community.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.formatText
dc.format.extent324 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationSwisher, J. R. (2021). <i>Beyond refuge: A theoretical framework for emancipatory education of forcibly-displaced youth</i> (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/13294
dc.language.isoen
dc.subjectTheoretical
dc.subjectFramework
dc.subjectRefugee
dc.subjectEducation
dc.subjectEmancipatory
dc.subjectVertical
dc.subjectCase study
dc.subjectForcibly-displaced
dc.subjectYouth
dc.subjectSchool
dc.subjectImprovement
dc.subjectCurricula
dc.subjectCare
dc.subjectEmpathy
dc.subjectLove
dc.subjectCommunity
dc.subjectProfessional
dc.subjectDevelopment
dc.subjectResources
dc.subjectChange
dc.subjectLocal
dc.subjectState
dc.subjectNational
dc.subjectInternational
dc.subjectPolicy
dc.subjectCulture
dc.subjectParents
dc.subjectIdentity
dc.subjectSocial
dc.subjectWelcoming
dc.subjectWelcome
dc.subjectEmotional
dc.subjectLearning
dc.subjectListening
dc.subjectLanguage
dc.subjectAssimilation
dc.subjectAssimilate
dc.subjectListening
dc.subjectListen
dc.subjectStorytelling
dc.subjectStory
dc.subjectStories
dc.subjectFunding
dc.subjectSystemic
dc.subjectDefinition
dc.subjectDefining
dc.subjectCultural
dc.subjectReconsidering
dc.subjectReconsider
dc.subjectSocialization
dc.subjectQualification
dc.subjectSubjectification
dc.subjectMeasurement
dc.subjectAuthenticity
dc.subjectDemocracy
dc.subjectEquity
dc.subjectPerception
dc.subjectPartnerships
dc.subjectBias
dc.subjectBiases
dc.subjectOppression
dc.subjectSubjugation
dc.subjectAsylee
dc.subjectMigrant
dc.subjectImmigrant
dc.subjectUndocumented
dc.subject.lcshStudent-centered learning
dc.subject.lcshImmigrants--Education
dc.titleBeyond refuge: A theoretical framework for emancipatory education of forcibly-displaced youth
dc.typeDissertation
thesis.degree.departmentCounseling, Leadership, Adult Education, and School Psychology
thesis.degree.disciplineSchool Improvement
thesis.degree.grantorTexas State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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