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Somali Refugee Women in Clarkston, Georgia Georgia State University ScholarWorks @ Georgia State University Applied Linguistics and English as a Second Department of Applied Linguistics and English Language Dissertations as a Second Language 12-18-2014 Language, literacy, and funds of knowledge: Somali refugee women in Clarkston, Georgia Cassie Leymarie Follow this and additional works at: https://scholarworks.gsu.edu/alesl_diss Recommended Citation Leymarie, Cassie, "Language, literacy, and funds of knowledge: Somali refugee women in Clarkston, Georgia." Dissertation, Georgia State University, 2014. https://scholarworks.gsu.edu/alesl_diss/32 This Dissertation is brought to you for free and open access by the Department of Applied Linguistics and English as a Second Language at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Applied Linguistics and English as a Second Language Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact scholarworks@gsu.edu. LANGUAGE LITERACY AND FUNDS OF KNOWLEDGE: SOMALI REFUGEE WOMEN IN CLARKSTON, GEORGIA by CASSIE D. LEYMARIE Under the Direction of Gayle Nelson & Eric Friginal ABSTRACT The purpose of this study is to investigate how Somali refugee women experience language and literacy in their community of Clarkston, Georgia, and to identify their funds of knowledge (Gonzales, Moll, & Amanti, 2005), or unseen practices. The aim of this investigation is to strengthen and challenge their current modes of language socialization and to combat negative discourses that represent them as ‘vulnerable victims and cunning crooks’ (Horst, 2006). Clarkston, Georgia was chosen by private resettlement agencies as a refugee resettlement site in the early 1990s. In Clarkston, although there are several refugee serving agencies that focus on refugee education and integration, many Somali refugee women are still facing obstacles during the process of language socialization. In order to investigate the language socialization of Somali refugee women, a holistic case study was conducted. Participants included five Somali refugee women who were affiliated with one specific community of practice, a Somali-ethnic based community organization for refugees. Data collection involved my participant observation and field notes, interviews with the participants, and photographic documentation of the linguistic landscape (Landry & Bourhis, 1997) in Clarkston. Findings reveal the diverse language and literacy practices and language socialization pathways among participants, and shed light on some of the barriers to language socialization, including gender- based ideologies and textually-mediated social interactions, as well as some of the successful strategies they have used. In addition, the case of one exceptional Somali refugee woman, Mama Rita, presents funds of knowledge that may help enhance the language socialization of Somali refugee women and help to understand citizenship as practice rather than status. INDEX WORDS: Literacy, Somali Refugees, Funds of Knowledge, Language Socialization, Linguistic Landscape, Discourse LANGUAGE, LITERACY, AND FUNDS OF KNOWLEDGE: SOMALI REFUGEE WOMEN IN CLARKSTON by CASSIE D. LEYMARIE A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the College of Arts and Sciences Georgia State University 2014 Copyright by Cassie D. Leymarie 2014 LANGUAGE LITERACY AND FUNDS OF KNOWLEDGE: SOMALI REFUGEE WOMEN IN CLARKSTON, GEORGIA by CASSIE D. LEYMARIE Committee Chairs: Gayle Nelson PhD Eric Friginal PhD Committee: Diane Belcher PhD Sinfree Makoni PhD Electronic Version Approved: Office of Graduate Studies College of Arts and Sciences Georgia State University December 2014 iv DEDICATION To Mama, this is your dissertation, too. v ACKNOWLEDGEMENTS The Ph.D. process has been a life-changing journey that has helped me to understand that we, as people, above all, need each other. It has been a privilege to be able to pursue my curiosities and be able to spend time among so many different people in order to complete this dissertation, though I know that the work has only just begun. I have had many people, in many ways, help me throughout the Ph.D. process, and although I would like to acknowledge each and every one, I undoubtedly will forget some. I would first like to acknowledge my committee members. I have deep gratitude for my advisors Dr. Gayle Nelson and Dr. Eric Friginal. Thanks for all of the encouragement, support, and advice. You have been integral to my success and terrific mentors. My professional and academic development has been bolstered by your time and efforts. I appreciate your patience and understanding throughout the process, and that you have been able to understand my process. Thanks for being sensitive to the time and effort it took for me to be a scholar engaged in both the academic and refugee serving communities. Mentorship is a complex and dynamic relationship and I feel lucky to have had not one but two fabulous scholars on my side. Thanks for all of the time that you have spent working with me, for believing in me, and for helping me learn how to tell my research story. I would also like to thank the members of my dissertation committee, Dr. Diane Belcher and Dr. Sinfree Makoni. Dr. Belcher, your courses were the springboard for my ideas and curiosities and your input and support have helped shape my passion for qualitative research. Dr. Makoni, thank you for being an encouraging and supportive mentor throughout my academic career. You’ve taught me how to think holistically. During the times when I need a fresh perspective and was ready to stop, dismayed by what I was doing, or just needed to bounce vi thoughts, you were always there for me. Thanks for always telling me that you were proud of me, those kind words and moments- they have fueled me more than you could know. I cannot go any further without thanking my family, my parents and sister. Your support has been indescribable. Dad, your many levels of support throughout my life and academic career is unspeakable. Thanks for being so generous and for teaching me how to be compassionate and humble in the pursuit of my education and my life, and for always telling me to put my head down and sprint to the finish. Mom, thanks for always asking how things were going throughout the process. Sometimes when people asked about my dissertation I would want to turn the other way. When you asked me I always knew it was because you cared for my wellbeing. Thanks for giving me roots, and wings, Mom and Dad. Lottie, thank you for being my sister and taking genuine interest in my work. Your hardworking pursuits to reach your dreams inspire me- you’re next. I would like to thank all of the professors, current and former graduate students, faculty, staff, and affiliates of the department of Applied Linguistics and ESL. Support comes in so many different forms, from conversations at the Xerox machine or water cooler, to Friday night dinners, to volunteering at my various community programs, each of you have held me up and kept me going. Special thanks to Luciana, Ashley, Brittany, Jack, Audrey, Meg, Joe, Caro, Pam, Cindy, Jennifer, and Ben. Also, Amanda, Alison, Debra, Sarah, Sharon, Margareta, John, Marcel, and Diana. I would like to say thank you to T.J. Rhine. I am beyond grateful for your partnership. You were there to witness of all of my pits and peaks throughout this rollercoaster of a process. Thanks for coming along for the ride, and for your love and support. vii To the participants in my study, Hannah, Faith, Mouna, Caaliyah, and Rita- we did this together and I am forever indebted to you for your help. I would also like to acknowledge Emily Feuerherm and Vai Ramanathan for helping me to enter the academic conversation regarding refugees, language, and policy. Your early comments on my work helped me to propel my dissertation forward. Also, I would like to extend a thank you to all of my colleagues at Penn State for your ongoing support and friendship. To Omar, you were my first friend in the community, and now you are my mother, father, brother, and a best friend. Thanks for everything and for your support and understanding throughout the process. From the first days I came to the community you saw and trusted in my ideas and vision. I cannot thank you enough for the opportunities you have given me. A special thanks to High Country Rugby Football Club and the Brewhouse Café family. I didn’t know that family could be found in such spaces and places. Your levity and conviviality have carried me through the good times and the bad. Many of you have supported me in so many ways even without your knowledge. Here’s to you. viii TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................. v LIST OF TABLES ......................................................................................................... xiv LIST OF FIGURES ........................................................................................................ xv 1 INTRODUCTION ...................................................................................................... 1 1.1 Background of the Problem ............................................................................... 1 1.2 Somalian History and Context ........................................................................... 3 1.2.1 The Somali People .........................................................................................
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