2012 10-06 rey ty and m. beltran figueroa. contending aprroaches for refugee services

© 2012 Rey Ty & Maria Beltran-Figueroa

S


Contending Approaches to

Refugee ServicesInternational Burma Studies Conference

October 5-7, 2012 Northern Illinois University, DeKalb, IL U.S.A.

Rey Ty & Maria Beltran-Figueroa


OutlineI. Introduction

A. ProblemB. QuestionsC. ObjectivesD. TheoryE. Research Process

II. FindingsA. Basic Needs ApproachB. Human Rights Based Approach

III. ConclusionA. SummaryB. Implications


Introduction


Problem StatementThere are problems in refugee services.


Problem Statement

1. Well-intentioned refugee service providers offer services which are inappropriate to the refugees’ needs.


Problem Statement2. Refugees are treated as outsiders who lack knowledge, skills, and values to be useful members of the new society where they live, as a consequence of which they become estranged in the host country.


Problem Statement3. Hence, alternative interventions are needed for refugee empowerment.


Research Questions1. What are the mainstream services available to refugees in the U.S.A.?


Research Questions1. What are some alternative services available to refugees in the U.S.A.?


Research Objective•This research describes the traditional & alternative refugee services in Indianapolis, Indiana, which empowers Karen (wo)men refugees from Southeast Asia.


Assumptions•Cultures change•Historically & socially determined


Scholars-Practitioners


Perspectives1. 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.


Perspectives2. Both Freire (1995) and Zinn (2003) were in favor of teaching & learning that are sensitive to issues related to culture, ethnicity, gender, & class.


Perspectives3. 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.


Perspectives4. In this study, refugees themselves and service providers engage in a dialogue that led to the birth of the farm project & weaving project for refugee women.


Theoretical Framework1.Power & Knowledge

(Foucault)


Theoretical Framework2. “Othering” (Derrida, 1973; Foucault, 1990; & Lacan, 1964 & 1966; Said, 1978)


Research Process1. Data collection was based upon a. site visits


Research Process1. Data collection was based upon b. participant observation


Research Process1. Data collection was based upon c. community dialogue


Research Process1. Data collection was based upon

d. document analysis


Field Visits1.Catholic Charities of Rockford, Illinois


Field Visits2. Jane Addam’s Hull House, Illinois


Field Visits3. Heartland Alliance for Human Needs & Human Rights, Illinois


Field Visits4. Refugee Resource & Research Institute in Indianapolis, Indiana

Interact with People with

Intimate Knowledge &

Personal Experiences


Field Visits4. Refugee Resource & Research Institute in Indianapolis, Indiana

Chin Farm Project Karen Farm Project


Dialogue5. Dialogue with community organizers at the John H. Boner Community Center


Field Visits6. Alliance of Filipinos for Immigrant Rights & Empowerment (AFIRE Chicago)


Field Visits7. Rock Valley College Refugee and Immigrant Services


Government, Service Providers, & Refugees in Relation to HRD PurposesGovernment

AgencyCivil Society Service Provider Refugees Served Approaches

HRD Purposes & Services Provided

1. Office of Refugee

Resettlement

Catholic Charities of Rockford, Heartland Alliance for Human Needs & Human Rights, Rock Valley College

Refugee and Immigrant Services, Illinois Coalition for

Immigrant and Refugee Rights (ICIRR), and World

Relief.

All refugees in their

communitiesTraditional

Resettlement adjustment and assimilation (learning) and employment (performance)

2. Department of Agriculture

Refugee Resource

All refugees in the community

Non-Traditional

Culturally appropriate resettlement adjustment based on human rights

approach, specifically a farm project for Karen refugees

(change)

3. Next steps: Other

government agencies?

Eritreans, Iraqis, Somalians &

other refugees?Non-Traditional

Culturally appropriate resettlement adjustment based on human rights

approach. Specifically…?


Human Resource Development

1 Performance2 Learning3 Change


Lecture-Discussion1. Illinois Coalition for Immigrant & Refugee Rights (ICIRR)


Lecture-Discussion2. Alliance of Filipinos for Immigrant Rights & Empowerment (AFIRE Chicago)


Lecture-Discussion3. The National Korean American Service & Education Consortium (NAKASEC), Chicago, Illinois


Lecture-Discussion4. Immigrant and political asylee


Research Process

Broader historical & social context


Research Process2. Case study research design:

a. A farm project in Indianapolis.

Participatory action research


Research Process2. Case study

research design:b. a Weaving

Project in Indianapolis.

Participatory action research


Research Process3. Maria Beltran-Figueroa is the executive director of Refugee Resource and Research Institute based in Indianapolis, Indiana.


Research Process4. Rey Ty is the Training Coordinator of the International Training Office of Northern Illinois University which brings participants of international programs to field visits, including the Karen refugees in Indianapolis.


Limitations• Visits to

Midwest Refugee Projects–Illinois

–Indiana


FindingsContext


ContextIndianapolis is home to about 10,000 Burmese, Iraqi, African, Bhutanese, Meskhetian Turks & other refugees.


ContextOver 4,000 are women and girls.


ContextAlthough they come from varied cultures & backgrounds, they share a history of persecution and alienation and isolation upon arrival & during the resettlement process.


FindingsServices


Traditional Services

Findings 1


Findings 11. Basic Needs Approach


Findings 1

Field Visit & Dialogue with Karen Refugees

Rey


Findings 1• This paper

discusses the different ways by which refugee services are provided to refugees.

1.The first model is the traditional or mainstream, in which the omniscient cultural outsiders provide for all the basic needs of the refugees.


Findings 1The first model promotes a hierarchical relation between the omniscient service providers and the service recipients.


Findings 1The U.S. Department of Health and

Human Services (2011b) reveals that service providers offer invaluable services to refugees in the U.S.A.:

• housing, • food and living allowance,• health services,• cultural adjustment & acculturation,• resume writing,• interview preparation,• & employment.


Findings 1Traditional “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).


Findings 1Because 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, & low quality of life of refugees.


Findings 1The knowledge base, skills and values of the refugees—the “others”—are rendered invisible. On the other hand, this paper presents alternatives.


Findings 1Refugee services reproduce the structures and functions of U.S. society.


Findings 1Refugee service providers make available knowledge & skills that refugees need to fill the labor force, based on their class, ethnicity, & gender.


Findings 1Refugee service providers expect refugees to be at their peak performance in the workplace, mostly in factory work.


Findings 1In terms of learning, they reproduce the dominant interests and culture, as they decide what knowledge, language, and values the refugees need to accept.


Findings 1By expecting the refugees to learn the new knowledge, skills, & values so that they assimilate to the mainstream society, refugee service providers also legitimize the economy, politics, & ideology of the state.


Findings 1The dominant practice of training and development in HRD is one of “social control” (Cunningham, 1988, p. 133).


Othering1. 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.


Othering2. Deficit Model: Refugees do not have the knowledge, skills, and values to fit into society.


Othering3. Hence, refugees need to acquire knowledge, skills, & values so that they can be gainfully employed and be a part of the host country where they live.


Othering4. They are passive recipients of services. The cultures of the refugees are ignored, if not negated.


Othering5. Job training and job offers are mostly for factory-based labor.


Othering6. 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.


Othering7. Through the categories of “us” and the “others,” the experiences and knowledge base of refugees are marginalized.


Othering8. Refugees are cultural outsiders who learn from refugee service providers who are cultural insiders.


Othering9. By privileging the cultural insiders, alternative beliefs and practices of cultural outsiders are made invisible.


Othering10. Refugees who speak English well become “powerful” employees of refugee service organizations, creating a new hierarchy in the host country.


Othering11. In a word, refugees are taught to assimilate into the mainstream of society.


Alternative Services

Findings 2


Theoretical Framework2. Human Rights Based Approach


Karen Farm ProjectMaria

Findings 2


Refugees’ Farm

Projects



Findings 22. Deconstructing the dominant approach, the alternative post-structuralist model uses a human rights-based and culturally sensitive approach to refugee work.


Findings 2•Alternative interventions are, therefore, needed to uplift the economic, political, social, cultural and psychological conditions of refugees.


Findings 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.


Findings 2The second approach promotes the economic, political, and cultural empowerment of the Karen refugees.


Findings 2Questioning the role of training within the broader context of social justice (Gilley & Associates, 2002) is part of critical reflection (Elliott & Turnbull, 2006).


Findings 2• Karen Farm

Project– 3 acres of the

Waterman 50-acre “u-pick farm”

– No conditions.– 10 families

involved.


Findings 2• Meet with the community

leader. • Implemented in 2008. • Asian vegetables & herbs:

long beans, roselle, amaranth, bitter melon, young corn, & Thai Basil.

• Farming makes them happy and it reminds them of their work in Burma.


Findings 2


Findings 2Instead 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).


Findings 2Refugees are not empty vessels but partners.


Findings 2Instead of assimilation, refugee services promote the integration of refugees who are partners in advocacy & development work, taking into account their prior knowledge, skills & values.


Findings 2There are about 800 Karens in Indianapolis, of which ten Karen families are involved in the Karen Farm Project.


Weaving Project



As a central part of their culture, weaving for some of these women was the only source of reconnecting with one’s identity, comfort & income in the refugee camps.

Findings 2


Findings 2It is a way to reconnect to a pleasant past and their identity as a people and a creative way to help heal the trauma of displacement.


Findings 2Weaving for Women Project in Indianapolis, Indiana.


Findings 2This 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.


Findings 2A gender responsive approach to addressing poverty reduction, Weaving for Women also aims to address social & mental health issues that confront women refugees in their resettlement process.


Findings 2It is an expansion of an existing weaving project that benefits Karen women who are part of the Karen Farm Project (Beltran-Figueroa & Ty, 2011) that the United States Department of Agriculture (USDA) funds.


Findings 2Ten Karen women who can not participate in the larger Karen farm project are involved in the weaving project.


Findings 2The women refugees have a bi-monthly meeting with the project manager to discuss progress & challenges.


Findings 2Refugee Resource promotes a participatory approach in its implementation of projects.


Findings 2Being a component of the Karen Farm Project, funds to purchase seven back-strap looms and thread and other weaving materials came from the Farmers Market Promotion Program of the U.S. Department of Agriculture to benefit women who can not work in the farm.


Findings 2The women keep the looms in their apartments where all the weaving is done.


Findings 2


Findings 21. The looms belong to Refugee

Resource. 2. New organization: Burmese

Community Center for Educationa. staff & president are Karen &

Karennib. Grassroots organization c. Know their communitiesd. 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.


Findings 2• Refugee Resource bought

the materials (looms, threads).

• Karen women get the profits from the sale of products.

• After selling 25 bags (first batch), Refugee Resource will stop buying threads for the weavers.


Conclusion


Access Expectations

Sustainability Politics

Research PracticePractitioner

Context

Outcomes

Alternative Refugee ServicesKaren Refugees in

Indianapolis; factory work; Farm Project; Weaving

Dialogue, Visits

Karen Refugees use the looms; decide on materials, design, use, sale & profits

Traditional vs. alternative views & practices in refugee services ; local community

Alternative refugee services; Karen Weaving Project

Freire & Zinn; Participatory Action Research

Refugee Resource & Research Institute

Human rights-based & culturally sensitive approach

Cultural, Political & Economic Empowerment of (Wo)men Refugees


Conclusion• Summary


Conclusion• Summary–Mainstream refugee services are necessary but not sufficient


Conclusion• Summary–While all

refugees have common concerns, women refugees have specific concerns


Conclusion• Summary–This paper

uncovered the privileged views and practices of dominant approach to refugee services.


Contending Approaches to Refugee Services

Grounded Model

Complementary, not binary

Summary


Summary


Conclusion•Summary

We are not

dumb.


Conclusion• Summary


Conclusion• Implications

Combine both Human Needs Approach &

Human Rights Based Approach


Table 1: Deconstruction of Refugee ServicesPerspectives

Issues HegemonyOthering

(Exotic Others)Alternative or The Third Way

1. Views Us (Top-Down) The others All of us (Bottom Up)

2. People White citizens International refugees Unity in Diversity

3. Roles Service Providers Beneficiaries Partners

4. Basis of Services Hidden curriculum in training

No knowledge, skills and values

Prior knowledge, skills and values

5. Immigration The Others’ Assimilation to the Hegemony Integration

6. Power & Privilege Powerful Powerless Empowerment of Refugees

7. Side Insiders Outsiders Together

8. Culture Dominant Culture Marginalized Culture Multiculturalism

9. Relationship Donors Recipients Social Justice


Refugee Service Practices in Relation to HRD PurposesIdeology

Elements*3. Critical HRD 2 . Liberal HRD 1. Conservative HRD

Purposes Change Learning PerformanceSocial structures Transform Reform Status QuoRefugees As subjects with human dignity

endowed with prior knowledge, skills and values and agency to accept and resist

As individuals with distinct identities capable of learning

People as vulnerable objects needing help

Integration as function of refugee services

Refugee empowerment & service provider accountability

Learning about U.S. society, economy, and culture; salad bowl metaphor

Assimilation; melting pot metaphor

Knowledge Be proud of and use prior knowledge Learn new skills needed for work

Knowledge for assimilation to society

Skills Do what they do best for self-fulfillment

Fill Labor Needs of the Economy

A good worker

Values Human rights that take into account gender, ethnicity, class and other differences

Tolerance & mutual respect

Adapt to the dominant culture, values and language

Practice Outcomes Refugee services which are culturally appropriate & ensures human-rights based empowerment of refugees

Refugee services that provide refugees with improved learning to integrate into the mainstream

Refugee services provide increased job opportunities

© 2011 Maria Beltran-Figueroa & Rey Ty


Practice, Setting, and Organizational Needs Linked to the Issue: Situation of Refugees and

Problematizing the Resettlement Practices HRD, Refugee Services & Gaps

NumberHRD

PurposeTraditional Refugee Service

MandatesOutside-the-Box Refugee Services

OnePerfor-mance

Preconceived Employment Services: Entry-Level Factory

Work

Livelihood based on the Skills and Cultural Practices of Refugees, e.g.

Farming

Two LearningPreconceived Adjustment

based on AssimilationIntegration but Not Assimilation; Recognition of Cultural Pluralism

Three Change None!Culturally Appropriate & Human

Rights Based Projects© 2011 Maria Beltran-Figueroa & Rey Ty


Conclusion• Implications–Importance of culture, which is ever-changing.


Conclusion• Implications–They also get

to interact with other women who share the same struggles & concerns.


Conclusion• Implications–Meaningful, sustainable economic value of traditional work


Thank You!


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Contending Approaches to

Refugee ServicesInternational Burma Studies Conference

October 5-7, 2012 Northern Illinois University, DeKalb, IL U.S.A.


2012 10-06 rey ty and m. beltran figueroa. contending aprroaches for refugee services

Education

refugee women

refugee empowerment

immigrant services

refugee rights icirr

karen women refugees

human needs human rights

alternative services

rock valley college