Coloniality and Refugee Education in the United States

Jill Koyama () and Adnan Turan
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Jill Koyama: Division of Education Leadership and Innovation, Arizona State University, Tempe, AZ 85281, USA
Adnan Turan: MaryLouFulton Teachers College, Arizona State University, Tempe, AZ 85281, USA

Social Sciences, 2024, vol. 13, issue 6, 1-16

Abstract: In this paper, we demonstrate the ways in which the schooling of refugee youth in the United States reflects ongoing coloniality in education. Drawing on data collected in a case study, conducted between 2013 and 2016, as part of a larger ongoing ethnography of a Southwest United States District school’s response to refugee students, we show how the enactment of policies, pedagogies, and practices within schools reinforce the government’s control over refugee students and their families. In schools, the students are kept out of certain school spaces, marginalized in remedial courses, and denied academic opportunities and integrated support services. Using empirical data, we demonstrate how the restriction of the students’ movement in and around schools is embedded within the larger limitations embedded in coloniality and assimilation. We situate our analysis within the tensions and interactions between coloniality, assimilation, and neoliberalism as articulated in studies within anthropology and sociology, migration studies, critical refugee studies, and cultural studies. We conclude with a call for the decolonization of education and offer a practical starting point in refugee education.

Keywords: assimilation; coloniality; refugee; United States; case-study (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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