ABSTRACT

Necessitated by a heightened focus on global migration and its impact on educational realities across the globe, this study examined how educational experiences of students with refugee backgrounds are characterized in US educational news outlets. 385 articles from three online education news sites in the US were examined using a narrative-discursive approach. Analysis demonstrated how mutually dependent narrative patterns constructed students as resilient survivors, while schools were positioned as safe havens designed to support them. We show how these narrative patterns were accomplished through the use of common discursive features, positioning refugee student populations and the institutional responsibility of schools in bounded ways. We consider these findings in light of how broader discourses visible in news media narratives shape and reflect the reality of refugee-background students’ educational experiences in the US.

摘要

由于更加关注全球移民及其对全球教育现实的影响，本研究调查了美国教育新闻媒体如何描述具有难民背景的学生的教育经历。来自美国三个在线教育新闻网站的 385 篇文章使用叙事话语方法进行了检查。分析展示了相互依存的叙事模式如何将学生塑造成有弹性的幸存者，而学校则被定位为避风港旨在支持他们。我们展示了这些叙事模式是如何通过使用共同的话语特征、定位难民学生群体和学校的机构责任以有限的方式实现的。我们根据新闻媒体叙事中可见的更广泛的话语如何塑造和反映难民背景学生在美国的教育经历的现实来考虑这些发现。