Making Sense of Collective Identity and Trauma through Drawing: The Case Study of a Palestinian Refugee Student

Beauregard, Caroline, Papazian-Zohrabian, Garine et Cécile, Rousseau (2017). Making Sense of Collective Identity and Trauma through Drawing: The Case Study of a Palestinian Refugee Student. Intercultural Education , 28 (2). pp. 113-130. doi:10.1080/14675986.2017.1294851 Repéré dans Depositum à https://depositum.uqat.ca/id/eprint/1413

Prévisualisation

PDF Télécharger (2MB) | Prévisualisation

Résumé

Identity construction can be very complex for refugee children, especially for Palestinian refugee children. For refugee children, organized violence and immigration are important parts of their life experience that can lead to trauma, which in turn influences how they construct their collective identity. Schools have to consider this specific experience as the development of a meaningful identity is an important factor in refugee students’ well-being and school adjustment. School-based activities centred on creative expression can help refugee students in expressing trauma and in making sense of their identity and migration experience. This paper presents the case study of a 9 year-old Palestinian refugee boy in Canada and explores how he expressed and made sense of his multiple identities in his drawings. Many features of the boy’s drawings evoked a wounded identity, especially spatial disorganization and enmeshment. Data analysis revealed that the boy might have been experiencing collective identity trauma and that he used drawing and a peer as props to heal his wounded identity. Both drawing and the space offered by his teacher to safely explore and experiment with different identities contributed to the integration of his multiple identities into a meaningful whole, which participated in his school adjustment.

Type de document:	Article
Informations complémentaires:	Cette version de l'article représente le manuscrit final accepté pour publication (postpublication). La version officielle a été publiée dans la revue Intercultural Education en 2017 : https://doi.org/10.1080/14675986.2017.1294851
Mots-clés libres:	Refugee student; drawing; collective identity; trauma; school-based activities
Divisions:	Développement humain et social
Date de dépôt:	13 mars 2023 18:24
Dernière modification:	13 mars 2023 18:53
URI:	https://depositum.uqat.ca/id/eprint/1413

Gestion Actions (Identification requise)

Dernière vérification avant le dépôt