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My study seeks to gain an understanding of the educational experience of the Sudanese refugee children in the United States (U.S.). Five Sudanese refugee parents and their five non-high school children all living in Southwestern Ohio took part in this study. All of them have been within the U.S. for less than a decade. The study included interviewing, observing, and looking at reports of accomplishments of these children sent to families by schools. The approximate aggregate number of hours spent interviewing and observing the children was 22.9 hours, and overall time spent interviewing and observing the parents was approximately 12.8 hours. I have drawn on a specific theoretical framework to analyze the interviews, observations and reports of accomplishments. This theoretical framework has previously provided an understanding of the educational experience of minorities other than refugee children living in the U.S. It explains two contrasting educational experiences of minorities, one experience being the opposite of the other. My research thus seeks to understand which minorities within the U.S. share similar educational experience with refugees. By doing so it also seeks to understand which minorities do not share educational experience with refugees. This study is therefore crucial in that it seeks to broaden an existing theory to see how it would explain the educational experience of refugees especially those from Sudan. My study found that the educational experience of the five refugee pupils is similar in many ways to the experience of one group of minorities and dissimilar in many ways to the experience of another group of minorities.
This study is a presentation of Zimbabwean refugee learner experiences. Children escaped political persecution and economic problems which affected Zimbabwe in the year 2008. Many of these children were abused and witnessed traumatic experiences, their close relatives and neighbours being executed in cold blood. This study was guided by three critical questions: i) who are the Zimbabwean refugee learners? ii) what were Zimbabwean refugee learners’ migration experiences? and iii) what were Zimbabwean refugee learners’ school experiences? The study employed Bronfenbrenner’s Social Ecological Model as its overarching theoretical framework. Each stage of the refugee experience was described at each point in time.
The purpose of this study was to examine the situation of the lost girls and boys of Sudan and to identify the effects of civil war in the country. The effects of war in the country left most Sudanese traumatized in refugee camps, while a few managed to relocate to the United States and settle in South Dakota. Through this study, some of the lived experiences of several lost girls and boys who have suffered psychologically and socially as a result of being exposed to civil war and being forced to relocate to the United States have been identified. The degree to which these Sudanese immigrants current lives in the U.S. are affected by what they witnessed and experienced, as well as the extent to which their treatment was helpful in restoring their mental health, was also examined. Information from the interviews showed that each of the experiences of these young men and women were unique and that each immigrant coped with their experiences differently. One conclusion drawn from the study was that a majority of the support for these new immigrants should be given to those individuals who are 18 or older when they arrive.
This book examines contemporary migration to the United States through a surprising and compelling case study – the Nuer of Sudan, whose traditional life represents one of the most important case studies in the history of anthropology. It provides an opportunity to examine issues of current importance within anthropology, such as social change, transnationalism, displacement, and diaspora in an easy to understand manner. In understanding the experiences of the Nuer, students will not only gain insights into the world refugee problem and the role of immigration in the United States, they will also learn about the features of Nuer life which are considered a standard part of the anthropology curriculum. The book juxtaposes elements of Nuer culture which are well-known within anthropology — and featured in most anthropology textbooks — with new developments arising from the immigration of many other Nuer to the U.S. in the 1990s as refugees from civil war in southern Sudan. Consequently, this book will fit well within existing anthropology curricula, while providing an important update on descriptions of traditional life.
What Is the What is the story of Valentino Achak Deng, a refugee in war-ravaged southern Sudan who flees from his village in the mid-1980s and becomes one of the so-called Lost Boys. Valentino’s travels bring him in contact with enemy soldiers, with liberation rebels, with hyenas and lions, with disease and starvation, and with deadly murahaleen (militias on horseback)–the same sort who currently terrorize Darfur. Eventually Deng is resettled in the United States with almost 4000 other young Sudanese men, and a very different struggle begins. Based closely on true experiences, What Is the What is heartbreaking and arresting, filled with adventure, suspense, tragedy, and, finally, triumph.
Many stories have been told about the famous Lost Boys, but now for the first time, a Lost Girl shares her hauntingly beautiful and inspiring story. One of the first unaccompanied refugee children to enter the United States in 2000, after South Sudan's second civil war took the lives of most of her family, Rebecca's story begins in the late 1980s when, at the age of four, her village was attacked and she had to escape. WHAT THEY MEANT FOR EVIL is the account of that unimaginable journey. With the candor and purity of a child, Rebecca recalls how she endured fleeing from gunfire, suffering through hunger and strength-sapping illnesses, dodging life-threatening predators-lions, snakes, crocodiles, and soldiers alike-that dogged her footsteps, and grappling with a war that stole her childhood. Her story is a lyrical, captivating portrait of a child hurled into wartime, and how through divine intervention, she came to America and found a new life full of joy, hope, and redemption.
Research on the educational and occupational aspirations of U.S. youth born in Africa is not only rare, but some studies have assumed that these immigrants are a monolithic group. However, they differ in experiences according to whether they are refugees, asylum seekers, or voluntary immigrants coming from various countries in Africa. These immigrants also come from different countries with different ethnicities, cultures, religions, and races. This case study makes such a needed distinction based on a small sample of high school students from Northern Sudan who lived in a small Midwest U.S. city. Diversity in ethnicities and cultures not only affects educational and occupational aspirations but also impacts how the aspirations are formed, maintained, and achieved. The Sudanese refugee youth who participated in this study had high educational and occupational aspirations, with all of them aspiring to obtain a college degree and some intending to achieve careers in medicine, dentistry, law, and engineering. These high aspirations were backed by high academic scores. Almost all students in this study came from well-educated families despite their current low socio-economic status (SES). Their current SES and minority status (MS) did not seem to affect their aspirations and academic performance. This study showed that educational and occupational aspirations are formed when students have strong social support from parents, significant others, teachers, peers, and their community, all of whom influence and reward high educational expectations and enforce the students' cultural obligations.