Bordering the other, building the nation-state: positioning the refugee as a subject of school knowledge

The refugee has become part of the scholarly discourse of schooling, largely centring considerations of psychological trauma that refugee children may have experienced. However, the role that schools play in creating, replicating, or transforming a national discourse of refugees-and by extension, (i...

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Veröffentlicht in:Journal of curriculum studies Jg. 52; H. 3; S. 356 - 371
1. Verfasser: Jarratt, Lindsay
Format: Journal Article
Sprache:Englisch
Veröffentlicht: London Routledge 03.05.2020
Taylor & Francis Ltd
Schlagworte:
borders
Citizenship
critical discourse analysis
Curricula
curriculum
Discourse Analysis
Educational Background
Language Usage
Lesson Plans
National identity
Power Structure
Refugee
Refugees
School Role
Secondary School Students
Self Concept
Social Differences
Student Characteristics
Teaching Methods
Trauma
ISSN:0022-0272, 1366-5839
Online-Zugang:Volltext
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Zusammenfassung:The refugee has become part of the scholarly discourse of schooling, largely centring considerations of psychological trauma that refugee children may have experienced. However, the role that schools play in creating, replicating, or transforming a national discourse of refugees-and by extension, (inter)national identity and citizenship-at the curricular level remains less explored. This exploratory study maps language-in-use from secondary school lesson plans about refugees, collected from United States teaching contexts. Utilizing qualitative and critical discourse analysis (CDA) methods to analyse discursive strategies employed in these lessons, tensions between the espoused objectives and pedagogical procedures of the curricula emerge. Findings reveal a narrative that enacts a national identity and supremacy within a global discourse, maintaining boundaries between citizens and refugees-between 'us' and the Other.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0022-0272
1366-5839
DOI:10.1080/00220272.2019.1695147