Representing Refugee Youth in Qualitative Research: Questions of Ethics, Language and Authenticity

Research output: Contribution to journalArticle

Abstract

This article speaks conceptually and methodologically about the ethics and politics of doing research with newcomer refugee youth and issues of representation. Feminist poststructuralist paradigms across a variety of fields have critically examined notions of experience, agency, and identity to in order to encompass more fluid understandings of how individuals and events are represented in text (Butler & Scott, 1992; Canning, 1994;Scott, 1986;Wolf, 1996). Starting from this theoretical framework, I draw from experiences of conducting research with a group of high school refugee students from the Vietnamese Central Highlands to reflect on how positionality and reflexivity can influence the portraits researchers render of their study participants. I consider the importance of examining the interplay between language and authenticity of representation in qualitative research with refugee English Language Learner (ELL) youth.

Original languageEnglish (US)
Pages (from-to)21-31
Number of pages11
JournalDiaspora, Indigenous, and Minority Education
Volume8
Issue number1
DOIs
StatePublished - Jan 1 2014

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authenticity
refugee
qualitative research
moral philosophy
language
reflexivity
English language
experience
paradigm
politics
event
school
Group
student

ASJC Scopus subject areas

  • Cultural Studies
  • Education

Cite this

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