TY - CHAP
T1 - Giving voice to mothers from refugee backgrounds
T2 - their agentic roles in children’s learning
AU - Barnes, Melissa
AU - Tour, Katrina
N1 - Publisher Copyright:
© 2023 Julia Gspandl, Christina Korb, Angelika Heiling, Elizabeth J. Erling.
PY - 2023
Y1 - 2023
N2 - There is significant interest in the role of parents in children's learning. While parents are encouraged to be actively involved in their children's learning (Hollingworth et al., 2011), there is limited research exploring how parents, from refugee backgrounds, position themselves as active agents in their child's learning within their new country. Women from refugee backgrounds, in particular, often remain voiceless in how they engage in their child's learning due to a lack of linguistic capital and their differing sociocultural, religious and educational backgrounds. Drawing upon Bourdieu's thinking tools of habitus, field and capital and a (socio)linguistic citizenship approach (Stroud, 2018a), this qualitative case study employed participatory art-based research methods to examine how 24 Afghani mothers, newly arrived in Australia, view their role in supporting their child's learning. The data were collected through group discussions in Dari and participant-generated multimodal artefacts, captured through photographs. The findings reveal that the participating mothers acknowledged the barriers that made supporting their children's learning at home difficult, including limited English language skills and/or knowledge of the Australian education system, but actively responded by drawing upon their strengths-including their mother tongue-to mediate opportunities for learning at home for both their children and themselves.
AB - There is significant interest in the role of parents in children's learning. While parents are encouraged to be actively involved in their children's learning (Hollingworth et al., 2011), there is limited research exploring how parents, from refugee backgrounds, position themselves as active agents in their child's learning within their new country. Women from refugee backgrounds, in particular, often remain voiceless in how they engage in their child's learning due to a lack of linguistic capital and their differing sociocultural, religious and educational backgrounds. Drawing upon Bourdieu's thinking tools of habitus, field and capital and a (socio)linguistic citizenship approach (Stroud, 2018a), this qualitative case study employed participatory art-based research methods to examine how 24 Afghani mothers, newly arrived in Australia, view their role in supporting their child's learning. The data were collected through group discussions in Dari and participant-generated multimodal artefacts, captured through photographs. The findings reveal that the participating mothers acknowledged the barriers that made supporting their children's learning at home difficult, including limited English language skills and/or knowledge of the Australian education system, but actively responded by drawing upon their strengths-including their mother tongue-to mediate opportunities for learning at home for both their children and themselves.
UR - http://www.scopus.com/inward/record.url?scp=85163151158&partnerID=8YFLogxK
UR - https://www.multilingual-matters.com/page/detail/?K=9781800412026
M3 - Chapter (Book)
AN - SCOPUS:85163151158
SN - 9781800412033
SN - 9781800412026
T3 - Critical Language and Literacy Studies
SP - 96
EP - 112
BT - The Power of Voice in Transforming Multilingual Societies
A2 - Gspandl, Julia
A2 - Korb, Christina
A2 - Heiling, Angelika
A2 - Erling, Elizabeth J.
PB - Multilingual Matters
CY - Bristol UK
ER -