This study explores how children with refugee backgrounds position themselves within their life experiences in the United States. Positioning theory is utilized as the theoretical framework. The data sources include field notes based on observations, interviews with children and their parents, and artifacts provided by the participants. The findings show that the participants (re)positioned themselves within three storylines: difficulties on the first day of school in the past, schooling being easier in the present, and possible selves in the future. These storylines highlight that the children enacted multiple identities that are often invisible in U.S. classrooms. This study suggests that educators, researchers, and policymakers should value the multiple identities of children with refugee backgrounds and promote their agency.

中文翻译：

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通过定位理论的视角了解有难民背景的儿童的故事

这项研究探讨了具有难民背景的儿童如何在他们在美国的生活经历中定位自己。定位理论被用作理论框架。数据来源包括基于观察、对儿童及其父母的访谈以及参与者提供的人工制品的现场笔记。调查结果显示，参与者（重新）将自己定位在三个故事情节中：过去第一天上学的困难，现在上学更容易，以及未来可能的自己。这些故事情节凸显了孩子们扮演的多重身份，而这些身份在美国课堂上往往是看不见的。这项研究表明，教育工作者、研究人员和政策制定者应该重视具有难民背景的儿童的多重身份并促进他们的能动性。