'They Open and Close Their Backpacks at School': Barriers between Home and School for Afghan Refugee Families in Pakistan
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| Title: | 'They Open and Close Their Backpacks at School': Barriers between Home and School for Afghan Refugee Families in Pakistan |
|---|---|
| Language: | English |
| Authors: | Assadullah Sadiq, Jim Anderson |
| Source: | School Community Journal. 2025 35(1):251-280. |
| Availability: | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative Tests/Questionnaires |
| Descriptors: | Foreign Countries, Barriers, Refugees, Family School Relationship, Cultural Capital, Teacher Role, Teacher Attitudes, Knowledge Level, Family Characteristics, Student Experience, Language Usage, Cultural Differences, Curriculum, Teaching Methods, Child Role |
| Geographic Terms: | Pakistan, Afghanistan |
| ISSN: | 1059-308X 1059-308X |
| Abstract: | The purpose of this article is to identify and examine the barriers between Afghan refugee families and a school in Pakistan and how they could have been diminished by leveraging families' funds of knowledge (Moll & Greenberg, 1990). Pakistan was a country of temporary asylum (or first safe country) for these parents/guardians as they awaited migration to a country of permanent resettlement (e.g., Canada or the United States). We highlight three major themes related to the barriers between Afghan refugee families and the school that hindered home-school continuity, then discuss ways continuity could have been fostered. Pertinent to this discussion is that teachers were for the most part unaware of the activities children and their families engaged in outside of school and generally held deficit views of the Afghan refugee families. We propose ways that funds of knowledge could have been utilized not only to support the children's development and learning, but also to connect meaningfully with the Afghan refugee families. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1473078 |
| Database: | ERIC |
| Abstract: | The purpose of this article is to identify and examine the barriers between Afghan refugee families and a school in Pakistan and how they could have been diminished by leveraging families' funds of knowledge (Moll & Greenberg, 1990). Pakistan was a country of temporary asylum (or first safe country) for these parents/guardians as they awaited migration to a country of permanent resettlement (e.g., Canada or the United States). We highlight three major themes related to the barriers between Afghan refugee families and the school that hindered home-school continuity, then discuss ways continuity could have been fostered. Pertinent to this discussion is that teachers were for the most part unaware of the activities children and their families engaged in outside of school and generally held deficit views of the Afghan refugee families. We propose ways that funds of knowledge could have been utilized not only to support the children's development and learning, but also to connect meaningfully with the Afghan refugee families. |
|---|---|
| ISSN: | 1059-308X 1059-308X |
