In Volume 4 of the Journal of Folklore and Education, Newcomers and Belonging, we highlight how educators in K-12, college, museum, and community settings are working positively and successfully with refugees and immigrants across the United States. At a time of heated rhetoric and both heinous and heroic acts surrounding the topics of immigration, inclusion, and diversity, this theme has taken on even deeper meaning than when we chose it months ago. Our aim has been to shine a light on what “belonging” means, not only on refugees and immigrants. Everyone has been and will be a newcomer throughout our lives, whether through a job change or moving in the middle of a school year, emigration or being expelled from a homeland. Everyone wants a sense of belonging, and at the same time “belonging” connotes a privilege that may often operate invisibly in our classrooms and communities. (Excerpted from the Introduction of Newcomers and Belonging.)
Download a complete pdf copy of the Journal HERE. (It is a large file [8.4 MB] and may take a minute. Individual articles are also available below.)
Receiving a Golden Garland: Folk Tales as Gifts across Cultures (pdf here), by Jo Radner
By forging a path to reciprocity, the giving of a golden garland, a distinguished folklorist and storyteller worked with New Hampshire Humanities to tap Bhutanese refugees’ deep culture through a collaborative process that honors cultural contributions that newcomers can make in their new communities.
Seven Marigolds: Seven Steps to Create a Bilingual Book with English Language Learners
Newcomer English Learners Building Language and Belonging through Folk Arts Education (pdf here) by Lucinda Megill Legendre, Janice Prevail, Kristin M. Larsen, Amy Brueck, and Linda Deafenbaugh
Teachers of English for second language learners are often the first to meet public education’s influx of refugee and immigrant students, and they employ creativity and innovation to help young people succeed.
Folk Arts in the Physical Education Classroom: How Folk Tales Enhance the Cultural Meaning of Yoga (pdf here)
A first-generation immigrant found a home for her exploration of identity in the P.E. class of a teacher at Philadelphia’s Folk Arts-Cultural Treasures (FACTS) charter school.
How Yoga Tales Began: The Artist’s Story by Nisha Arya
The Teacher’s Story by Daisy Ling
Diversity among Themselves, Diversity in Others (pdf here) by Amy Brueck
A Skype Club between students in Philadelphia and Indonesia reinforces American students’ home language and culture and teaches them important ethnographic skills.
What We Bring: New Immigrant Gifts (pdf here) by Amanda Dargan
A New York City series of programs focusing on immigrants’ gifts of arts and cultural expressions is an ongoing education project employing interviewing, classroom residencies, exhibits, and drama.
Children of Shangri-Lost (pdf here) by Maureen K. Porter and Susan A. Dawkins
New immigrants’ strategic use of new media as explicit means of outreach and renewal directly counters a deficit discourse about diasporic communities and provides a rich resource for educators who wish to incorporate first-person accounts of resilience and intercultural dialogue into their teaching.
Sheeko Xariir / A Story to Connect Us: Somali-American Storytelling in the Classroom (pdf here) by Ruth Smith with Qorsho Hassan
A photonarrative project in Columbus, Ohio, has brought refugees, scholars, and artists into a long-term collaboration that shows how mentorship through storytelling can bring new ways of learning and knowing into educational environments.
Old Songs New Opportunities: A Museum Program for Young Children and Resettled Refugees (pdf here) by Kelly Armor
Bringing new Americans’ culturally diverse games and songs to early childhood classrooms has proven to be a treasure and a vital resource for the wider community.
An Interview with Victoria Angelo, Early Childhood Educator and Refugee
The Sewing Circle Project in Connecticut: Reflections on Ten Years (pdf here). by Lynne Williamson
Marrying refugee artists’ expertise in many forms of needlework with marketing, public programming, and ongoing collaboration has proven rewarding and successful.
Music Teachers Reimagining Musical Focus, Function, and Performance for Newcomer Students (pdf here) by Christopher Mena with Elia Bojorquez
By advocating for careful listening to students’ knowledge of and passion for music from their lives, a music teacher demonstrates that K-12 school music programs are uniquely positioned to create productive learning spaces for refugee and immigrant students.
The Quilted Conscience (pdf here) by John Sorensen
Inspired by the Nebraska social justice pioneer Grace Abbott, a leader in the struggle to improve life for children, immigrants, and women and Chief of the U.S. Children’s Bureau in the 1930s, the Quilted Conscience project has brought together refugees and quilters for ten years.
“The art is, in fact, the community”: Fieldnotes on the Art of Community Workshop in Eastern Iowa (pdf here) by Nicholas Hartmann
An ethnic museum in Iowa is engaged in a long-term initiative on intercultural collaboration, freedom, and human dignity through programs that highlight global experience while promoting local community engagement.
Thomas Grant Richardson, JFE review editor
Lloyd’s Treasure Chest: Folk Art in Focus, at the Museum of International Folk Art, Santa Fe, New Mexico, curated by Felicia Katz-Harris
Teaching Tolerance: http://www.tolerance.org
Kathryn R. Taylor
Cinderella Across Cultures: New Directions and Interdisciplinary Perspectives edited by Martine Hennard Dutheil de la Rochère, Gillian Lathey, and Monika Woźniak
Folklore Rules: A Fun, Quick, and Useful Introduction to the Field of Academic Folklore Studies by Lynne S. McNeill
Trista Reis Porter
New Approaches to Teaching Folk and Fairy Tales edited by Christa C. Jones and Claudia Schwabe
Lewis C. Seifert
2018 Journal of Folklore and Education: Call for Submissions
Working at the confluence of education with culture, folk arts, environment, and place, this special issue of JFE will create an important space for folklore to engage critically with emerging and established partnerships between the humanities and science.
The Journal of Folklore and Education (ISSN 2573-2072) is published by Local Learning: The National Network for Folk Arts in Education.