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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Published inJournal of curriculum studies Vol. 52; no. 3; pp. 356 - 371
Main Author Jarratt, Lindsay
Format Journal Article
LanguageEnglish
Published London Routledge 03.05.2020
Taylor & Francis Ltd
Subjects
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
Online AccessGet full text
ISSN0022-0272
1366-5839
DOI10.1080/00220272.2019.1695147

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Abstract 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.
AbstractList 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.
Audience Junior High Schools
High Schools
Middle Schools
Secondary Education
Author Jarratt, Lindsay
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StartPage 356
SubjectTerms 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
Title Bordering the other, building the nation-state: positioning the refugee as a subject of school knowledge
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