Tag Archives: Refugees

Making a Deep Connection

This post is written by member Aaron McNabb. 

aaronmcnabbAs an educator, selecting a book to read for class can be a difficult task. There are so many questions to answer: is it a good fit for my students? What themes do I want to teach? Will my students connect with the story? This barely scratches the surface, and of course there are many other questions that a special education teacher must ask.

Getting struggling readers interested is challenge number one. I wanted a book that students would connect with, that has a strong protagonist, and that is ultimately an interesting story. Fortunately, I found a book that meets many of the criteria I had in mind: The Other Side of the Sky, a memoir by Farah Ahmedi.

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Ahmedi experiences unimaginable challenges that many of us in the western world would never encounter. She becomes disabled after stepping on a landmine, and then lives under Taliban rule. During the war between the Mujahideen and Taliban, she loses her family in a mortar attack. To save her life she seeks refuge in Pakistan, but unfortunately, living in a United Nations refugee camp is nearly as dangerous as living in Taliban-ruled Afghanistan. Ultimately, she comes to the United States, but that brings on a host of other challenges.

I prefaced our study of the book by making sure that students in my class had a solid background on the history and culture of Afghanistan and Pakistan. An understanding of the Taliban, Sharia law, the September 11th terrorist attacks, and UN refugee camps was going to be necessary to understand the book. To become acquainted with the setting and historical context, we read articles about these topics, looked at maps, watched video clips, and examined pictures.

It was eye opening for my students to learn about Sharia law, particularly about how women are treated under such circumstances. According to Ahmedi, after the Taliban took control of Kabul in 1996, women were required to wear chadaris (or burqas) while in public. The students were shaken to learn that women were denied education, were not allowed to drive, and were not allowed to leave the house without a male escort.

After class one day a student expressed to me how lucky she felt to have access to an education. This wasn’t just a comment to appease me; this struck a deep nerve in her. It’s these exchanges in a classroom that make teaching so worthwhile.

While reading the book, my students marveled at Farah Ahmedi’s resilience and connected to her struggle. One student was a childhood cancer survivor who missed critical years of literacy development in kindergarten and first grade. She was a struggling reader, but Farah’s story brought out a confidence I had not yet seen. She started participating in readings and discussions for the first time all year.

On January 28, President Trump signed an executive order that banned refugees from entering the Unites States. The following Monday students came back to school and were shocked by the news. Coincidentally, we were reading about the vetting process that Farah was experiencing while trying to seek refugee status in America. We discussed how people like Farah were being barred from entering the United States. Emotions ran high in my class, but it was a pleasure watching the passion and connection these students were making between the real world and the memoir they were reading.

We finished the book several days later. Over the course of the reading, students formed a strong emotional attachment to Farah and her story. They wanted to know more and more about her and started asking me questions I could not answer. We looked her up on the Internet and found her website. Ultimately we discovered that she does motivational speeches to students across the country. This was the beginning of our effort to bring Farah to our school. We are fundraising now and getting closer to the goal.

Aaron McNabb is a seventh-grade special education teacher. He teaches English in a pull-out and inclusive model at the Amesbury Middle School in Amesbury, Massachusetts. This is his ninth year working with students with disabilities.

Talking Immigration in the Classroom

This is a guest post written by Katelyn Sedelmyer. 

KatelynSedelmyerThis summer there has been much talk around issues pertaining to immigration. As we head back to school, it’s likely that these public conversations will continue, and as teachers, we know that rhetoric matters. In these times, how can districts and schools ensure that immigrant and refugee students feel safe and free from discrimination? How can teachers facilitate productive classroom conversations about diversity, politics, and current events that affect their students?

Below are some resources NCTE has compiled for teachers looking to have these tough but important conversations in their classrooms.

NCTE positions:  

  1. Resolution on the Dignity and Education of Immigrant, Undocumented, and Unaccompanied Youth
  1. NCTE Position Paper on the Role of English Teachers in Educating English Language Learners (ELLs)
  1. Resolution on Diversity

 Teaching materials:

  • Teaching Tolerance’s resources on the 2016 election, lessons on civic activities and countering bias

Articles:

Teaching after Tragedy
“Coming to school on tragic days is one of the toughest parts of teaching. It’s also, of course, one of the most important.” -Ken Lindblom
Teaching the 2016 Presidential Election: Racism, Immigration, and Xenophobia

“As educators, there are some important ways in which you can empower students to use the current rise of xenophobia and intolerance in the US and abroad to inspire global competence. Doing this will, in turn, help develop your students into young leaders who can engage with the current political discourse in a way that is meaningful and authentic to their own lives and contexts.” –Apoorvaa Joshi
Teaching Students to Consider Immigration with Empathy
“I ask students to see cultures, including their own, as experiments in sustainability. I encourage them to ask, ‘If we continue as we are (in this case, without immigration reform), what will things look like forty years from now–and what do we want them to look like?’” -Miguel Vasquez

What Undocumented Students Bring to the Classroom
“Classrooms can be forums for the honest, uncomfortable, revealing conversations adults don’t make enough time for in their public lives. Every student has important insights to share.” –Andrew Simmons

Katelyn was NCTE’s policy and research intern in the DC office in 2015-2016. A graduate of American University’s MPA program, she currently works on ICF International’s Youth and Adult Education team. As a former ESL teacher of adult immigrants, she is interested in the intersection of education and immigration. You can find her on Twitter as @katesedelmyer.