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(Charlotte Observer, June 20, 2016)

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Trends: The main purpose of using the narrative/interview method is in order to extract trends from the multiple lived-experiences of people. The analysis will include reasoning of how each trend was formulated

Recommendations: Following the presentation of trends, I will attempt to make recommendations for stakeholders (administration, teachers, etc) about the best ways to support refugee students

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Carolina Refugee Resettlement Agency (2016). Retrieved July 14, 2016, from http://carolinarefugee.org/
* A local organization formulated to support the resettlement of refugees in the area.

Edward Davis, T. (2008). Three Essays in Education Policy: School Facilities, Employee Benefits and Refugee Education. Michigan State University.
* Essays about the importance of education in the process of resettling refugees.

Facts and Figures about Refugees. (2015). Retrieved 2015, From http://www.unhcr.org.uk/aboutus/key-facts-and-figures.html
* A statistical overview about the influx of refugees into the US.

Feuerherm, E. (2013). Language Policies, Identities, and Education in Refugee Resettlement. University of California.
* A journal entry that addresses the multifaceted experience of refugee resettlement in the US. Includes helpful insight into specific examples of educational challenges.

Kindon, S., & Broome, A. (2009). Creating Spaces to Hear Parents' Voices: Methodological Reflections on the Families Commission's Early Childhood Care and Education Project Involving Some Migrant and Former Refugee Families. Social Policy Journal of New Zealand, (35).
* Research into the experiences of parents in the education of refugee and migrant children. Will be extremely helpful when interviewing parents.

Refugee Support Services Org. Charlotte NC. (2014). Retrieved July 14, 2016, from http://www.refugeesupportservices.org/
* A local non-profit organization designed to help support refugee families in Charlotte.

Waters, T., & Leblanc, K. (2005). Refugees and Education: Mass Public Schooling without a Nation-State. Comparative Education Review, 49(2).
* A comprehensive look into refugees in educational settings in relocated circumstances.

Zembylas, M. (2012). The affective (re)production of refugee representations through educational policies and practices: Reconceptualising the role of emotion for peace education in a divided country. University of Cyprus.
* An overview of how the perspective of the public about refugees shapes the policies and practices designed to support (or not) refugee populations.

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Refugee Support Services

arrive. survive. thrive.

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Interviews: using this qualitative method, interviews will be the vehicle by which the participants share their experiences. (Note: because of the diverse backgrounds of these individuals, translators might be necessary/more inclusive). Interviews will include students (25-30), parents (10-12), teachers (5-10), administrators (2-3), local support organizations (2-3)

Quantitative Data: I’m considering collecting data such as academic progress, attendance, family statics to add to the overall narrative of each student

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Research Approach: Life History/Narrative 

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Research Approach: Life History/Narrative 

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Because this topic is centred on the experiences of the participants, the collection of the narrative with be imperative. Because this method holds the view that participants are experts on their own lives, this fits perfectly with the connection between the past experiences of refugees and their current lived reality.

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1.) How have the experiences of refugee children affected their current views on schooling?
2.) How have the experiences of refugee chidlren affected their current engagement with schooling?
3.) What is the impact of trauma and displacement on the educational life of a student?
4.) What support services contribute to a refugee students' success/non success?

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Exploring the impact of refugee experiences on the schooling of elementary-aged children in Charlotte, NC.

My Capstone Project Proposal topic has been formulated from my time working with refugee populations both in US schools and in refugee camps abroad. I am deeply interested in the impact of the refugee experience in the US schooling system. The rich dynamics of language, culture, religion juxtaposed with the potential hardships of resettlement create unique educational issues for these populations. My topic focuses on elementary-aged children in Charlotte for a few reasons: (1) there is a supstancial and growing refugee population in Charlotte, NC, (2) this is the age of stuents I have the most expereince with, (3) the critical and formative years of school happen in elementary school, epesicially regarding literacy and the implmentation of support services, (3) I have the most access to schools, teachers, and parents within this population here in Charlotte.