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The Struggles of Refugees in Tucson, Arizona, and their Education:

Subjectivity/Positionality Statement

Name

University

Course

Professor

Due Date
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The Struggles of Refugees in Tucson, Arizona, and their Education:

Subjectivity/Positionality Statement

I am a teacher who is making a difference in the lives of five asylum children by assisting

and tutoring them. They came from Somalia, Ethiopia, the Democratic Republic of the Congo,

Sudan, and Burundi. They are under the age of five and taught at home. I am specifically

assisting them with English because they are an English dialect speaker with no English at the

moment. In addition, I have the main points that I want my research to focus on. The main

perspectives that I bring to this research include the difficulties that refugees face as they try to

find their place in society. It is extremely difficult to be a refugee; in fact, all children struggle.

Ways to assist them in their struggles should be devised. For example, parents who do not speak

English face "language barriers" when their children require assistance with their homework.

Their children face language barriers as well. As a result, children should be assisted in order for

them to succeed in school. Aside from that, refugees should be assisted in bettering their lives

and increasing their chances of success in Tucson, Arizona (Koyama & Chang, 2018).

Furthermore, the inquiry worldviews that most closely align with my way of thinking on

this project are Healing, Justice, Hope and Restoration, Work, Infrastructure, Safety, and

Resilience. Healing justice work (is about) resiliency and survival practices that prioritize

community safety and well-being as an essential component of our fight for collective liberation.

The fight for equality, sustainability, restoration, safety, and resiliency must take into account

our understanding of the traumas of white supremacy, capitalism, and patriarchy on communities

and individuals (Quint, 2022). It is about carrying out values of equity and liberation for refugees

by resourcing and integrating healing justice into grant-making and organizational practices

(Quint, 2022).
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References

Koyama, J., & Chang, E. (2018). Schools as a refuge? The politics and policy of educating

refugees in Arizona. Educational Policy, 33(1), 136-

157. https://doi.org/10.1177/0895904818807319

Quint, M. (2022, February 26). Healing justice guidance to philanthropy during COVID-19, the

uprisings, and beyond. Funders for Justice. https://fundersforjustice.org/healing-justice/