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• W2612041952 abstract "We were welcomed there after our long journey, and I soon found a way to make myself popular by using the writing I'd learned in the refugee camp to make a list of names as the soldiers gave out food.-Emmanuel Jal, War Child 175INTRODUCTION: SPONSORS AND EMISSARIESThe relationship resettled refugees often have with English is troubled by conflicting messages about the value of education. Take, for example, the differing views of and K'naan, two hip-hop performers whose songs address the topics of and education in the contexts of displacement. Jal, a self-described war child, was a member of the group known in the press as the Lost Boys of Sudan.1 When was seven years old, he was forced from his home in South Sudan and conscripted by the Sudanese People's Liberation Army (SPLA), serving several years as a child soldier. Later, he lived and went to school in a refugee camp before coming under the care of an English worker who sponsored his education (War Child).Jal's songs and public performances describe how education can address what he sees as an imposed dependence on foreign aid. In his TED Talk, he states, a nation we have been crippled. For so many years we have fed on aid. You see a 20-years-old, 30-years-old families in a refugee camps. They only get the food that drops from the sky, from the U.N. So these people, you're killing a whole generation if you just give them aid (qtd. in Emmanuel Jal transcript). argues that most forms of only represent hopelessness, believing instead that the international community should provide education and the tools of self-sustainability. Testifying to this belief, he continues, [T]he importance of education to me is what I'm willing to die for. I'm willing to die for this, because I know what it can do to my people. Education enlighten your brain, give you so many chances, and you're able to survive (Emmanuel Jal). As implies, a dependence on is created by a system of humanitarianism that unilaterally exports from the First World to the Third World, reinforcing global inequalities and neoliberal narratives of development (see Schuller). In response, promotes an emancipatory view of education, that it can be a means for reimagining the refugee subject from a passive object of into an active participant in the international community.K'naan's outlook on education alludes to its imperialist tendencies rather than its liberatory possibilities. K'naan is a Somali-born rapper who, at a young age, was forced to leave his home in Mogadishu and resettle in Canada. Described in the press as the music of the globe-trotting immigrant, the hip hop of the diaspora (Hannon), K'naan's compositions reflect the outlook of many who have felt the colonizing effects of Western education and immigration policy. In his song Somalia, K'naan sings,Do you see why it's amazingWhen someone comes out of such a dire situationAnd learns the English languageJust to share his observationProbably get a Grammy without a grammar educationSo fuck you school and fuck you immigration.K'naan's experience caused him to question institutions of formal education, and he describes how he successfully uses English without institutional help. Though seemingly oppositional, the insights of and K'naan illustrate how the global spread of English education can have both democratizing and colonizing effects on the everyday lives of those who experience forced displacement.Jal's and K'naan's perspectives reflect a tension already expressed in English scholarship. For example, Robert Phillipson identifies a donor-recipient paradigm that reinscribes unequal relations of power (12). English, he contends, has been marketed as the language of development, modernity, and scientific and technological advance (11). The impulse to export and impose English education reflects what Harvey Graffdescribes as the literacy myth, or the widespread belief that is an inherent element of economic progress and modernization (113-14). …" @default.
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• W2612041952 date "2015-05-01" @default.
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• W2612041952 title "EMERGING VOICES: Emissaries of Literacy: Representations of Sponsorship and Refugee Experience in the Stories of the Lost Boys of Sudan" @default.
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