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2011 beltran-rey-ty-weaving together the lives of refugee women-charts


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2011-beltran-Rey-Ty-Weaving Together the Lives of Refugee Women-CHARTS

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2011 beltran-rey-ty-weaving together the lives of refugee women-charts

  1. 1. Maria Beltran-Figueroa (Refugee Resource & Research Institute) & Rey Ty (Northern Illinois University International Training Office)
  2. 2. I. A. B. Outline Introduction Problem Need C. Objectives D. Questions E. Definition F. Research Process G. PerspectivesII. Findings A. Dominant Approach B. Alternative ApproachesIII. Conclusion A. Summary B. Contribution C. ImplicationsReferences
  3. 3. Visiting the Karen Farm ProjectMaria
  4. 4. Problems in refugee servicesPolicy Implications: projects must be Case Study; sensitive & Weaving Project; respectful of Participatory refugee needs & Action Research; rights Abstract Post-structuralist feminist Human-rights deconstruction;based & culturally dissect dominant sensitive binary views & approaches practices ; alternatives Participant observation; site visits; community dialogue; document review
  5. 5. Rey Ty
  6. 6. Introduction ©2011 Maria Beltran-Figueroa & Rey Ty
  7. 7. Statement of the Problem1. Well-meaning refugee service providers offer services not appropriate to the needs of refugees.2. Refugees are treated as outsiders who need knowledge, skills, and values to be productive members of the new society in which they live, as a result of which, they become alienated in the host country. ©2011 Maria Beltran-Figueroa & Rey Ty
  8. 8. Assessment of the Need1. Alternative interventions are, therefore, needed to uplift the Maria chairs meeting of economic, political, social, cultural community organizers. and psychological conditions of refugees.2. Faced with the challenges of family life obligations, limited or lack of language proficiency and non- transferable skills, refugee women need to have an opportunity to be gainfully employed aside from keeping in touch with their own cultures.3. The U.S. Department of Health and Human Services (2011a) notes that refugees in the U.S.A. come from the four corners of the Earth. ©2011 Maria Beltran-Figueroa & Rey Ty
  9. 9. Research Objective• This research describes 1. the traditional refugee services 2. & a weaving project in Indianapolis, Indiana, which empowers Karen women refugees from Southeast Asia. ©2011 Maria Beltran-Figueroa & Rey Ty
  10. 10. Research Questions1. What are the services available to refugees in the U.S.A.?2. What lessons can be learned from the Weaving for Refugee Women Project as a viable alternative for refugee services? ©2011 Maria Beltran-Figueroa & Rey Ty
  11. 11. • Definition Article 1 A (2) of the 1951 Convention Relating to the Status of Refugees of the United Nations (2002, p. 630) defines a refugee as a person who – owing to well- founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his [or her] nationality and is unable, or owing to such fear, is unwilling to avail him [her]self of the protection of that country; or who, not having a nationality and being outside the country of his [or her] former habitual residence as a result of such events, is unable or, owing to such fear, is unwilling to return to it. ©2011 Maria Beltran-Figueroa & Rey Ty
  12. 12. Research ProcessParticipatory action researchCase study , participantobservation, & community dialogueCritical lensFrame within the broader historical & socialcontext to advance practices that promotesocial justiceReflections on practice promote criticalthinking to generate knowledge &produce action
  13. 13. Research Process Post-structural Dissect texts & deconstruction practices Mainstream approach: Reject falseDominant culture dichotomies is privileged
  14. 14. Research Process Beltran Ty in in Illinois Indiana
  15. 15. Paths Crossed NIU InternationalRefugee Resource Collaborate Training Office• Work with • Minority & • Work together refugees in refugee projects • Refugee Indianapolis • Field visits: Resource goes refugee service to NIU providers in • NIU goes to Illinois & Indiana Indiana
  16. 16. Biases Anti- Action todictatorship Question Social bring about human authority justice social rights change activists
  17. 17. Research Process Maira Rey Ty Beltran- Figueroa Refugee Northern Resource & Illinois Research University Institute
  18. 18. Collaboration Communities Federal Academia Government Research & Service Providers
  19. 19. Federal Grants NIURefugee Resource International Training Office Department of Health; Department of Department of State Agriculture
  20. 20. Federal Grants Department of Health Department Department of of State Agriculture
  21. 21. ResponseRefugee Resource• First: Community identify needs• Then: Submit proposalsNIU International Training Office• First: State Dept identifies needs• Then: Individuals identify community needs
  22. 22. Embeddedness & Politics of Grants Refugee NIU International Resource Training OfficeWeaving Continue WillProject Depend despite fundingpart of on If so… no new be Farm Congress funding slashed?Project
  23. 23. 1. Perspectives Both Freire (2005) and Zinn (2003) proposed teaching and learning to be based upon historical, social, economic, political and cultural contexts, the purpose of which is to apply a pedagogy that is based upon the realities of the learners, in this case, women refugees.2. Both Freire (1995) and Zinn (2003) were in Rey favor of teaching and learning that are sensitive to issues related to culture, ethnicity, gender, and class.3. By engaging in a dialogue, both (1) the adult learners and (2) the community and adult educators become co-learners in critically analyzing social realities and co- constructors of knowledge, which leads to the development of programs relevant to the learners.4. In this study, refugees themselves and service providers engage in a dialogue that led to the birth of the weaving project for refugee women. ©2011 Maria Beltran-Figueroa & Rey Ty
  24. 24. PerspectivesZinn• History in home country• History in host country• ResponseFreire• Oppressed classes• Pedagogical response• Conscientization• Hope• Ethnicity, gender…
  25. 25. FindingsReyField Visit & Dialogue with Karen Refugees
  26. 26. Dominant Views & Practices1. of Refugee Services We are products of our personal biography, social history, contexts, and cultures.2. Refugees—the “others”—come from all over the world, while many refugee service workers—“us ”—are mostly Whites who carry with them a whole baggage of what is considered correct, proper, and good.3. Well-meaning refugee service providers transmit the dominant beliefs and practices vertically downwards to the refugees whom they serve, the purpose of which is to help refugees join the mainstream of society and to promote social harmony.4. The U.S. Department of Health and Human Services (2011b) reveals that service providers offer invaluable services to refugees in the U.S.A., without which refugees will be overwhelmed with the prospect of settling down in a new land. They employ different approaches to help refugees resettle in the United States.5. The best practices in their services include, among others, housing, food and living allowance, health services, cultural adjustment and acculturation, resume writing, interview preparation, and employment.6. Traditional “banking” teaching and learning techniques are used in which omniscient teachers impart new knowledge, skills, and values to learners who are empty vessels (Freire, 2005). ©2011 Maria Beltran-Figueroa & Rey Ty
  27. 27. 1. Othering Reproducing the existing social relations in society, the dominant culture in the hidden curriculum (Apple, 1971) is legitimized and shapes the training that refugees receive from the service providers. Powerful refugee service providers help powerless refugees.2. Deficit Model: Refugees do not have the knowledge, skills, and values to fit into society.3. Hence, refugees need to acquire knowledge, skills, and values so that they can be gainfully employed and be a part of the host country where they live.4. They are passive recipients of services. The cultures of the refugees are ignored, if not negated.5. Job training and job offers are mostly for factory-based labor.6. Training includes, among others, preparing résumés, dressing up for interviews, eye contact, and other related practices and values based on those of the dominant economic and political group.7. Through the categories of “us” and the “others,” the experiences and knowledge base of refugees are marginalized.8. Refugees are cultural outsiders who learn from refugee service providers who are cultural insiders.9. By privileging the cultural insiders, alternative beliefs and practices are made invisible.10. In a word, refugees are taught to assimilate into the mainstream of society. ©2011 Maria Beltran-Figueroa & Rey Ty
  28. 28. Alternative Views & Practices of Refugee Services1. Questioning the role of training within the broader context of social justice (Gilley & Associates, 2002) is part of critical reflection (Elliott & Turnbull, 2006).2. Some refugee service providers rethink the way by which refugee services are provided, such as the Heartland Alliance for Human Needs and Human Rights (2011) in Chicago, Illinois.3. This paper describes the alternative but complementary best practice in refugee service of the Weaving for Refugee Women Project of Refugee Resource and Research Institute of Indianapolis, which does not conform to but adds to the traditional services with which refugees are provided.4. Instead of a top-down implementation of services that benefit the refugees, this project relies on two related bottom-up approaches: (1) cultural sensitivity (Obaid, 2011) and (2) human rights-based approach (UNDP, 2006).5. The history, experiences, cultures, and prior knowledge of the adult refugee learners (Knowles, 1989) are inputs in the development and implementation of the weaving project.6. This paper presents the Weaving for Women Project in Indianapolis, Indiana.7. Refugees are not empty vessels but partners.8. Instead of assimilation, refugee services promote the integration of refugees who are partners in advocacy and development work, taking into account their prior knowledge, skills and values. ©2011 Maria Beltran-Figueroa & Rey Ty
  29. 29. Weaving for Women Project10,000 refugees in Indianapolis4000 women300 Karen Families; 800 KarensPersecution; trauma & isolationGendered approachWeaving to reconnect10 families in weaving projectWomen in other refugee groupsinterested
  30. 30. Implementation of the ProjectComponent ofKaren Farm Project 10 Karen women not in Farm Project Bi-monthly meeting; participatory Support Farmers Market Promotion Program of the U.S. Department of Agriculture Looms in apartments
  31. 31. Accountability Take Take responsibilitycharge of & learningone’s life Principles from decision Guiding the Project Recognize Celebrate, app expertise, perso reciate & nal & group experience to recognize each transcend other’s barriers strength
  32. 32. Ownership1. The looms belong to Refugee Resource.2. New organization: Burmese Community Center for Education a. staff & president are Karen at Karenni. b. Grassroots organization c. Know their communities d. Slowly pass on the project to them until it becomes a partnership.3. From the profits: they plan to buy looms so that more can participate.
  33. 33. Production, Marketing & Sale1. Refugee Resource bought the materials (looms, threads).2. Karen women get the profits from the sale of products.3. After selling 25 bags (first batch), Refugee Resource will stop buying threads for the weavers.
  34. 34. Conclusion
  35. 35. 1. Summary Explored in this paper is the weaving project for Karen refugees in Indianapolis. On the one hand, this paper uncovered the privileged views and practices of dominant approach to refugee services.2. Because many well-intentioned refugee service workers lack deep knowledge of the social history and cultures of refugees whom they serve, one-way transfer of knowledge, skills, and attitudes leads to inefficiency, mismatched employment, low overall satisfaction, and low quality of life of refugees.3. The knowledge base, skills and values of the refugees—the “others”—are rendered invisible. On the other hand, this paper presents alternatives. ©2011 Maria Beltran-Figueroa & Rey Ty
  36. 36. Dominant & Alternative Dominant Alternative Approach Approach Dominant Culture Respect Different culturesDomestication: Discipline Empowerment Assimilation Integration
  37. 37. Contributions1. One, due to economic, social, political, and cultural crises Maria chaired meeting with taking place in different parts of the world today, many people flee their countries of origin to seek refuge in other community organizers. countries, among which the U.S.A. Clearly, practitioners, such as service providers who are engaged in adult, continuing, extension, and community education, need to respond to the influx and needs of refugees.2. Two, mainstream refugee services, though necessary, are insufficient in responding to the needs of refugees. This paper contributes to the literature and practice, as it investigates a non-traditional project that benefits refugees. The co-authors of this paper assert that for efforts to help refugees to succeed, the rights and cultures of refugees must be central in the thinking, planning, implementation, and evaluation of projects that seek to help refugees in the first place.3. Three, while all refugees have common concerns, women refugees have specific concerns, which adult, continuing, extension, and community education needs to address, which is a central concern of this paper.4. This paper provides new insights from which practitioners can learn lessons in planning for other refugee projects that benefit refugees who are community-based adult learners. ©2011 Maria Beltran-Figueroa & Rey Ty
  38. 38. Implications for Practice1. Lessons learned from the historical and social context reveal the importance of culture in advancing the interest of refugees in their personal and professional life.2. This paper analyzed the weaving project in Indianapolis.3. At the minimum, it provided a sense of satisfaction and fulfillment for the project participants, as they are able to practice their tradition of weaving as well as produce useful cultural artifacts.4. Furthermore, for those who consider weaving as a full- time job, they treat weaving as an economic activity that gives them gainful employment and economic empowerment.5. Weaving for Women promotes economic independence and helps cut the cost of social aid, as they are not a burden to the host community and are capable of supporting themselves in a dignified and self-affirming manner.6. It also enhances the chances for a sustainable and durable solution to many challenges associated with resettlement and integration.7. The project provides lessons for culturally sensitive economic development within the framework of indigenous cultures and practices.8. Putting an economic value in their tradition also addresses the mental health challenges faced by refugees by engaging in an activity familiar, comforting, and therapeutic to them.9. They also get to interact with other women who share the same struggles and concerns. ©2011 Maria Beltran-Figueroa & Rey Ty
  39. 39. Table 1: Deconstruction of Refugee Services Perspectives Alternative or Issues Hegemony Othering The Third Way 1. Views Us The others All of us 2. People White citizens International Unity in Diversity refugees 3. Roles Service Providers Beneficiaries Partners 4. Basis of Hidden No knowledge, Prior knowledge, Services curriculum in skills and values skills and values training 5. Immigration The Others’ Assimilation to the Integration Hegemony 6. Power & Powerful Powerless Empowerment of Privilege Refugees 7. Side Insiders Outsiders Together 8. Culture Dominant Marginalized Multiculturalism Culture Culture ©2011 Maria Beltran-Figueroa & Rey Ty
  40. 40. References1.2.3. Apple, M. W. (1971). The hidden curriculum and the nature of conflict, Interchange 2(4), 27-40. Beltran-Figueroa, M. & Ty, R. (2011). Critical HRD and culturally appropriate human rights-based projects for refugees. Proceedings of the Academy of Human Resource Development. Chicago: Academy of Human Resource Development. Bradshaw, P. (1996). Woman as constituent directors: Re-reading current texts using a feminist-postmodernist approach. In D. M. Boje, R. P. Gephart, R. P. & T. J. Thatchenkery, T. J. (Eds.), Postmodern management and organization theory (pp. 95-124). Thousand Oaks, CA: Sage.4. Calas, M. B. & Smirchich, L. (1999). Post postmodernism? Reflections and tentative directions. Academy of Management Review, 24(4), 649-671.5. Derrida, J. (1987). The truth in painting. Chicago: University of Chicago Press.6. Freire, P. (1995). Pedagogy of hope: Reliving pedagogy of the oppressed. New York: Continuum.7. Freire, P. (2005) Pedagogy of the oppressed. New York: Continuum.8. Gilley, A. M. & Callahan, J. L., et al. (2002). Critical issues in HRD: A new agenda for the twenty-first century. New York: Basic Books.9. Heartland Alliance for Human Needs and Human Rights. (2011). What we do. Retrieved August 9, 2011 from Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 567–605). Thousand Oaks, CA: Sage.11. Knowles, M. S. (1989). The making of an adult educator. San Francisco: Jossey-Bass.12. Obaid, T. (2011). Culturally sensitive approaches: Tips for development practitioners. United Nations Population Fund. Retrieved March 15, 2011 from Park, P. (1999). People, knowledge, and change in participatory research. Management Learning, 30(2), 141-157.14. Putnam, R. (1999). Transforming social practice: An action science perspective. Management Learning, 30(2), 177-187.15. United Nations. (2002 [1951]). Convention Relating to the Status of Refugees (Vol. 1 second part) (pp. 629-642). Geneva and New York: United Nations.16. United Nations Development Programme. (UNDP). (2006). Indicators for human rights based approaches to development in UNDP programming: A users’ guide. New York: United Nations Development Programme.17. U.S. Department of Health and Human Services, Administration for Children and Families. (2011a). Fiscal year 2009 refugee arrivals. Retrieved March 15, 2011 from U.S. Department of Health and Human Services, Administration for Children and Families. (2011b). Fiscal year 2009 refugee arrivals. Retrieved March 15, 2011 from Zinn, H. (2003). A people’s history of the United States: 1492 –present. New York: Harper Perennial. ©2011 Maria Beltran-Figueroa & Rey Ty
  41. 41. Thank You!Maria Beltran-Figueroa Rey Ty
  42. 42. Critical Reflection1. If you have experience working with refugees, please share with us.2. Critique of current practices in dealing with non-European Americans in general & with international refugees in general.3. Tasks ahead: What must be done?