Term
Fall 2017
Capstone
Capstone Project
Degree Name
MAESL
Facilitator(s)
Michal Moskow
Content Expert
Heidi Bernal
Abstract
This study examined the experiences of Beginning to Intermediate English level adult refugees with the police, in order to inform the design of a language-modified, trauma-informed Know Your Rights training. Results of a student survey indicated a need for information and culturally-appropriate resources. The purpose of this curriculum is to prepare participants to interact with the police using English so that they can understand communication and advocate for themselves, whether they are being approached, detained, or arrested by law enforcement, or they are seeking emergency help. The context for this community education initiative is rooted in the traditions of people’s movements for justice, freedom schooling, and other liberatory work that emphasizes a humanizing, intersectional, and inclusive process. In recognition of historical, racial, and generational traumas that affect us, the facilitation methods seek to provide a healing and empowering space for participants to feel supported through collective learning and resource sharing.
Project Type
Curriculum
Keywords
Community Building, ESL/ ELLs, Social Justice, Racial Justice
Recommended Citation
Kaufman, Elizabeth Miyoung, "Designing A Language-Modified, Trauma-Informed Know Your Rights Training To Prepare And Empower Refugees With Beginning To Intermediate English Language Skills To Interact With The Police" (2017). School of Education and Leadership Student Capstone Projects. 79.
https://digitalcommons.hamline.edu/hse_cp/79
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations