What Can Practitioners Learn from the Narratives of Young Refugees?

Abstract
Current dominant discourses around refugees in the UK focus on one of two viewpoints. The first positions refugees as “the other”, distinctly different from the general British population and subsequently less entitled to help, support and resources. The alternative discourse positions refugees as “helpless”, in need and deserving of support. A significant body of academic literature in this area focuses on past, traumatic and adverse experiences of refugees. In positioning refugees as vulnerable, it could be argued that the literature detracts from the individual aspirations of refugees and the barriers they may face to resettlement in the UK.
This research aimed to explore the narratives of young refugees about their journey from their home countries into the UK, with a particular focus on post-migration factors. This research adopted a social constructionist perspective and used a narrative approach in its inquiry. In doing so, it aimed to prioritise voice and empower the narrators to embrace their subjective experience and interpretations of their journey and resettlement in the UK. The narrators included five young people aged fourteen to seventeen who came to the UK as refugees. Co-constructed narratives were facilitated during semi-structured interviews. Rich interpretations were sought from within as well as across narratives. Overlapping themes included: language as an integral part of helping resettlement, experience of racism as a hindering factor, and the role of family and other protective factors. Potential implications of the research are discussed alongside an exploration of their relevance for the profession of Educational Psychology.
Key terms: Refugees, young people, transition, identity, narrative, Educational Psychology.
Research supervisor: Dr Anthony Williams