Challenging the “Single Story” of Afghanistan, Afghan Refugees, and Afghans’ Literacy Practices

• In Event: Storying Just Futures: Emancipatory Analyses of Representations of People Who Sought Refuge

Abstract

This paper shares how storytelling can be used to understand and validate the experiences of Afghan refugee students in schools and support their academic development, contributing to more equitable and just futures. A frequent “fact” shared about Afghanistan is that it has the lowest literacy rates in the world. This single statistic perpetuates a “single story” (Adichie, 2009) about Afghanistan and the Afghan people. In this presentation I examine outcomes of such statements, giving examples of how this promotes a deficit view of the Afghan people and their literacies. I then share findings from research with Afghan refugee families centering on their literacies and language practices, challenging narratives of Afghans as illiterate and who do not practice literacies. I share insights of rich literacies related to faith and language brokering and conclude with implications for educators.

This study utilizes sociocultural theories that emphasize the pivotal role of culture in influencing ways of learning (Rogoff, 2003). Thus, literacy and learning does not take place in confinement but is shaped by historical, cultural, and social contexts. A sociocultural perspective also “denies any notion of deficit” (Purcell-Gates, 1995, p. 185). Data was collected over a five-month period in Pakistan with four Afghan children and their families. Data sources for this paper consisted of fieldnotes, interviews, and photos. Qualitative data was both recursive and dynamic (Merriam, 1998), and data analysis was ongoing. Initial analysis of the interviews, artifacts, and fieldnotes, included translating and transcribing all data into a Word Document. I begin to code the data, following Miles, Huberman, and Saldana (2014) strategy. I began with First Cycle coding, where I applied initial codes to summarize the main points of the data (Miles, Huberman, Saldana, 2014). In Second Cycle coding, I organized the data into themes. Lastly, I focused on the themes that centered around literacies, including storytelling, and share findings related to these themes.

Findings showed that across the four families, children engaged in literacies at home and in the community primarily related to their faith. For example, children practiced Duas (supplications), read the Separah (Quran primer), or read the Quran. In addition, two of the children engaged in the Naseehath storytelling, which consisted of telling oral stories emphasizing the importance of education, being a good Muslim, and becoming a morally just person. Findings also included children engaged in teaching, supporting, and brokering literacies for families. For example, two focal children translated print materials for their families.

This research is important as it will challenge the “single story” that is perpetuated about Afghanistan, particularly regarding literacy and education. This presentation highlights Afghan refugees’ resiliency and their engagement in various and enriching literacies.

Author

• Assadullah Sadiq, California State University - Channel Islands