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ERIC Number: EJ1139559
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1467-5986
Visual Methodologies for Research with Refugee Youth
Vecchio, Lindsay; Dhillon, Karamjeet K.; Ulmer, Jasmine B.
Intercultural Education, v28 n2 p131-142 2017
In the current moment of social, political, economic and environmental disquiet, unprecedented numbers of children have been forced to leave their homes and settle in new communities. As schools worldwide receive increasing numbers of refugee youth, there is a pressing need for thoughtful educational research that inquires into the unique individual needs and experiences of displaced learners. Given that students' journeys are shaped by movements across physical, cultural and linguistic spaces, we suggest that related scholarship might benefit from Third Space theory. Within this theoretical framework, neither language nor culture is static. Rather, both are continuously shaped through interactions--including those that are non-verbal. For students who may be learning in an unfamiliar language, visual methodologies offer a means and venue for communication. To explore how refugee youth might benefit from Third Space theory and visual methodologies, we first review scholarship that examines how children and schools negotiate educational space. We then describe a series of methodologies that scholars might consider when conducting research with refugee youth, including photovoice, "fotonovela," digital storytelling and quilting. Significantly, pairing a Third Space theoretical framework with visual and participatory methodologies may address issues of language, power, vulnerability and ethics.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A