Date of Award

Spring 5-10-2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Middle and Secondary Education

First Advisor

Peggy Albers

Second Advisor

Laura May

Third Advisor

Amy Flint

Fourth Advisor

Sue Kasun

Abstract

This qualitative study analyzed the narratives of Afghan refugee high school young women and their educational experiences and transnational literacy practices. Narrative inquiry (Clandinin & Connelly, 2000) informed the methodology of the study. This study was situated within critical literacy (Vasquez, 2014) and Massey’s (2005) notion of space and place. Three questions guided this study: (1) How do Afghan refugee high school young women describe their past schooling experiences? (2) How do Afghan refugee high school young women describe their transition experiences to the United States? (3) How do Afghan refugee high school young women describe their literacy practices across these transitional and transnational spaces? Participants included three Afghan high school refugee young women, who have resettled in the United States. Data sources included interviews with participants, artifactual-elicitation, and field notes. Data collection for this study took place during a three-month time period. Narrative inquiry analytic tools (Clandinin & Connelly, 2000) and Vasquez’s (2014) critical literacy guiding questions were used to analyze data. This study extends the research focused on Afghan refugees’ backgrounds, educational experiences, and literacy practices.

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