The Things We Miss - Ibrahim's Integral Role

In a follow-up to the second meeting, so much has developed since my last post.

As previously mentioned, three more students joined our group; O, Ya and S. These young men are current students of the American University in Cairo's branch of STAR - an international organiztion called Student Action for Refugees. Ibrahim, my research partner and translator had been working with them in this program prior to thier involvement in our focus group. They met A and Y, the two students from St. Andrew's during this session.

From my perspective, the 3 1/2 hour session went very well. Each student focused on thier work and the general atmosphere was one of sincere desire to learn. The class ended with an introduction essay, so as to share with the group a little personal information to get to know each other.

Following class, however, it was brought to my attention by Ibrahim that things were quite different from my perception as a non-Arabic speaker. The following is a synopsis of each student and their behavior during and after class:

A-

A is a native Baghdadi with fair skin and soft features. A had been kidnapped with his father, and was physically tortured. Knowing that he could be persecuted to death, he left Iraq with his brother and mother when his father was tortured and killed with "screwdriver." This experience had caused a psychological trauma which we still do not know anything about. In Egypt, he currently does not go to college but will be applying next semester. His goal is to travel to England where his aunt lives. A does not have any Egyptian friends and is not well assimilated into the community.

Y-

Y is A's younger brother who does not seem as interested/grateful as his older brother. Physically, he is fair just like his brother and quite conscious of his appearance. Unlike his brother, however, he goes to school and therefore his social life is not bleak or limited. He is rather stylish and acts like a typical teenager with obsessed about football and talking to his friends using his expensive cell-phone.

COMMENT:

A & Y are from St. Andrews group, separate from O, Ya & S who came from STAR program.

Although the well-being of the family seems rather jeopardized especially that the mother suffers from epilepsy and currently in Iraq trying to solve some legal problems, leaving her two sons living alone, their aunt who lives in England takes care financially of the household and anything they need.

O-

O is the youngest from STAR group. His English skills are not as good as the others which probably the reason why he tends not to talk too since we tend to conduct our classes mainly in English. O, generally speaking, is a shy person even when I speak to him in Arabic. We know that he wants to work in police force in future and dreams to travel to Australia but we do not know anything about his situation in Egypt.

Ya-

Ya is the most advanced in terms of the language. He is currently taking level 5 with STAR, which is the highest and hopes to travel soon to Canada. He is married and his wife, an Iraqi, lives in Canada with no children. In the mean time, he lives here with his family while his father who lives in Iraq comes to visit from time to time. Ya enjoys being in the spotlight and usually has a critical attitude about others.

S-

S is also a student in the STAR program. He lives here in Egypt with his mother and sister, and occasionally works as a model. E hopes to travel to the United States in two months with his family for better future. He is very optimistic which makes him always in a good mood. He also is one of the most hard-working students in my class. He enjoys working out and usually hangs out with his friend Ya in the bar.

So much of what is said in Arabic and communicated through body language is lost to me since I have no cultural understanding and cannot speak Arabic. Because of this, Ibrahim brings so much more to the table in terms of research that I as an American white woman would never understand even if given far larger period of time to conduct these focus groups.

Ending and Beginning - Shift in Demographic

As of yesterday, my Sudanese class has been reorganized. St. Andrews has instituted the true Sudanese curriculum, rescheduling classes to mimic those students attend in Sudan. My class has been broken up into respective age groups and education levels, effectively ending the interim volunteer teaching that had been in place this semester. I will be saying good-bye and good luck to my students tomorrow.

My Iraqi focus group had its second session this past Friday for 3 1/2 hours. We now have 5 members ranging from age 15 to age 25. This is not the initial demographic my research was intended to work with, but is none-the-less integral in understanding the youth that will one day return to Iraq. I find these students all have a very particular problem wherein they have not been able to access post-secondary education and are not allowed to work, leaving them in the midst of attending volunteer education sessions offered by refugee services, or working illegally to get by.

Whereas the initial group of Iraqi boys was to be grammar and high school aged, I have found that meeting with them was very difficult, given their formal school schedules and exam study-sessions already under way. I think this is a good sign. It means that the group whom was thought to be 'at risk' is actually doing better than I had hoped. It means that parents are doing all they can to keep their young boys in school.

The downside to this discovery is the light being shed on the lack of opportunity for young men following secondary education. Vouchers and monetary aid are given primarily to students whose education is dire, not necessarily to those wishing to attend the more expensive colleges an universities. Even if Iraqi young men wished to attend University, they are not at the same level of English and other subjects as their Egyptian counterparts, making it difficult to pass the entrance exam. This is why my 5 students are eager to work towards a better command of English, and our hope is to assist them as much as we can in the coming weeks.

Debate over UNHCR and other Topics- April 28th

Today in class with my Sudanese students, we went over a questionnaire that covered several topics. Of particular importance was a question concerning UNHCR. Students were asked to rate how well they have been helped from 1 to 5. Students rated it very low, one commented about the need for a level 0 to rate it. Many gave their opinions and stories involving seeking help from UNHCR.

A second debate revolved around having many friends and doing what they do, even if their family's would not approve. Most agreed that having many of friends was good, but that choices about what to do and not do revolved around the fact that their parents cared more for their safety and future than their friends. They believed that they would have to make their own opinions about what to do and not do based on their own beliefs of right and wrong.

A third discussion focused on yesterday's topics of rights, government and policy. We talked about the right to an education, and if Egypt should work harder to educate Sudanese and Iraqi refugees. Their was a comment focused on the perception of Iraqis that they would not attend public school if given the choice. Also that Iraqi's had an easier time fitting in with Egyptians.

Iraqi Students

This past Friday, I met two Iraqi refugee students. Our meetings from this point on will be held in my apartment and at the local park, due to timing issues with the previous location.

A is a 20 year old Iraqi refugee currently living in New Cairo. He is legally in Egypt on an Investment Visa in connection with a company loosely related to the family. He has no true ties to the company, only to be able to live in Egypt. His father was murdered in Iraq. A is a survivor of torture and kidnap. He lives with his brother J. Thier mother lived in Egypt with them until Jan 09, when she travelled back to claim property rights to their stolen house and collect her dead husbands pension. She is currently still in Iraq. A's Aunt lives in London (since 1993) is paying for A and his brother's living expenses. Thier Aunt notified A that she will only be able to afford to help them until September of this year. A is in the process of applying for a Yellow card from UNHCR. He has already been denied once.

Y is A brother. He is 16 years old and attends the equivalent of 9th grade high school. Y was a few grades above this in Iraq, but was placed lower in Egypt due to his level in English. (Iraqis start learning English in 5th grade, whereas Egyptians learn from the start of formal education.) Y's writing abilities are very good, but struggles to understand spoken English. He is in the midst of studying for exams, and his attendance for tutoring may not be as reliable as his brother, A.

A and Y are very eager and excited to learn. We spent the first hour getting to know each other and what thier level of English was. The second hour was spent discussing how and when the next few meetings would be held.

Outline and Flyer

We were only able to secure 4 hours every Saturday starting April 25th and ending May 30th. This means our age ranges will encompass 12 and under and 13 and over. The following is a copy of the flyer which will be made available to the Iraqi Refugees that Jeff works with, and a copy of the outline for the research and activities we hope to accomplish in those 6 sessions.

OUTLINE – OBJECTIVES TO RESEARCH

1. MEET WITH IRAQI REFUGEE BOYS
a. ST. ANDREWS – GERMAN CHURCH
i. Every Saturday starting April 25th – May 30th
1. Six 2-hr sessions for two age groups
a. Adolescent group ages 8-12
b. Teenage Group ages 13-17

2. PROVIDE TUTORING /INSTRUCTION IN ENGLISH
a. ENGLISH TUTORING
i. Establish level of English comprehension
ii. Tutor previous assignments from individual’s schools
iii. Teach supplementary lessons to enhance fluency

b. INTERACTIVE GAMES
i. Pictionary, board games, etc
ii. Provides opportunity for conversational English


3. RESEARCH PSYCH/SOCIAL SITUATION
a. INTERVIEWS
i. Interview as a group (y/n answersà initial consensus) ORAL INTERVIEWS
1. This gives a way to explain what the study is about and to get an initial
pulse on Iraqi refugee mindset.
2. Allow each interviewee to stand and share their ‘life story’ à initial meeting
breaks the ice and is a preliminary screening of those involved in study

b. Interview as individuals WRITTEN INTERVIEWS
i. This gives a way for interviewees to provide initial individual opinions on general
questions pertaining to their situation
ii. WRITTEN: Provide separate questions (pertaining to initial research proposal)
on a questionnaire to be handed out following group interviews.


4. PROVIDE ALTERNATIVE MEDIUMS OF COMMUNICATION
a. ARTS/CRAFTS
i. Alternative medium for individual expression
ii. Avenue for story-telling and sharing of personal experiences
b. VIDEOTAPE
i. Record student’s experiences, allow them to talk about their lives



FLYER FOR PARENTS

FREE ENGLISH TUTORING

For Fact-Finding Participation

-Supplement your son’s English classes with free tutoring lessons

Ø Individual attention to work on writing skills, grammar & vocabulary
Ø Group work and practice with conversational English
Ø Strengthen English comprehension and build confidence

- Provides 2 hours of social interaction with other Iraqi boys every week

Ø Creative expression, essay writing
Ø Team building, Group games, arts & crafts
Ø Develop strong ties and lasting friendships

- Participate in study to understand challenges facing Iraqi community in Cairo

Ø Help facilitate future aid for Iraqi Refugees
Ø Build a relationship with those who want to help
Ø Talk about specific issues affecting young Iraqi men as future community leaders

Jeff

I have been able to secure a place to hold community meetings at St. Andrews on Saturdays with Iraqi boys. Jeff, a legal worker at St. Andrews has been kind enough to notify the Iraqi's he works with of this opportunity.

My hope is to tutor English, play games, arts & crafts, talk about the future, etc. with these kids and generally get to know the Iraqi mindset a little better. I think these interactions will facilitate the participatory research necessary to understand the risks that Iraqi boys face.

The 3 sessions will be broken up by age group and education level in English. The first will be for boys age 7/8 to age 10, the second for ages 11-14, and the third ages 15-17. Each group will meet for 2 hours every Saturday.

I also plan on visiting 6th of October City private schools in order to speak with the principles. My hope is to visit the students, talk about thier problems and future goals and administer a questionnaire.


I've stopped trying to contact CRS as they do not seem to be actively engaged in visiting the refugee schools this semester.

Update

So far, Catholic Relief Services has not begun thier work for this semester at the private schools wherein they have direct contact with the refugee children. Once they are ready to conduct thier research, they will notify me and will allow me to go with them to ask my own set of questions while we visit the kids.

My only other contact for Iraqi refugees is the director of the STAR(Student Action for Refugees) program at AUC, Emilie Minnick. She is doing similar research in the field, pertaining to the unique way in which Iraqi refugees have built extremely close-knit communities within Cairo. It seems the challenge remains in being allowed and accepted into thier circle. Emilie has already done this and will be aiding me in this aspect within the next week.

I have enlisted the help of a student who will be able to translate for me during the interviews. Ibrahim will have a better opportunity to connect with these boys since he speaks arabic and boys would be more likely to open up to him, versus a white english speaking American. It is my hope that Ibrahim will reach these boys on a closer level than I would be able to with a paid interpreter.

Ibrahim and I are also using an assignment we recieved in our Participatory Action Research as an avenue for further validation in seeking out Iraqi refugees. Having the ability to say your research is being conducted for AUC ( a widely known university in the area who has done great work in the refugee field) carries more clout than my explanation that I am a foreign student from a foreign university trying to learn about Iraqi refugees. Ibrahim has far more connections than I do within the NGO community, and we hope our project will fit well with my current research.

As for the comparison part of my research, the Sudanese refugees that I am teaching are quickly grasping the concept of essay writing. I hope to move forward in two weeks with thier first real essay assignment that will ask:

"What experiences in Sudan and as a refugee in Cairo have affected their world view and future endeavors?" How do you feel about the situation and in what ways do they feel compelled to react?"

It is my hope that I can compare the responses of Sudanese refugees to Iraqi refugees, to see if any correlations exist.

Sudanese VS Iraqi Refugees

In order to fulfill my requirements for linguistics and Participatory Action Research, I am teaching 20 Sudanese refugees English three times a week at St. Andrews Church. The opportunity presents a comparison of Sudanese refugee life to Iraqi refugees here in Cairo.

As part of the curriculum, I will be teaching the 5- paragraph essay. Over the course of the Spring semester, I plan to use the essay assignments to gather the experiences and future goals of Sudanese refugees and compare them to those I will collect on Iraqi refugees. Each essay will revolve around one of the four subcatagories of questions I plan to ask Iraqi children, as listed below in the first post.

I will be able to interview and record each student, and maintain a folder of thier work throughout the semester. Sudanese male students ages 7-17 will be compared to the Iraqi group of the same demographic to get a better understanting of the common and unique challenges facing each group.

The comparison of sudanese boys to Iraqi boys is just one facet of the qualitative process. I hope to also gain a perspective of Iraqi refugee life from family members, social workers and others who have already participated in aid or research on the Iraqi refugee life in Cairo.

More classes - Research for the research

The past few weeks have allowed for a few more opportunities through AUC to work with refugees. I have decided to take a linguisitics course in which students must volunteer to teach english to the local community, including some charities that aid refugees. I will also be taking International Refugee Law, taught by Prof Kagan, which will no doubt prove vital in understanding why many various rights are afforded to African-born refugees and not afforded to Iraqis in Egypt.

I am in the process of researching a few more classes that encompass my line of study, particularly one taught by Dr. Henry. His previous work including psychology in the Egyptian classroom, assimilation of immigrants, and some work concerning minority adolescents struck a chord with my current research. His interest in Stiles Assimilation Model may prove invaluable, and may help in my own qualitative structure.


http://www.users.muohio.edu/stileswb/assimilation_model.htm

Update

Having met with Ms. Sheahen of the Catholic Relief Society in Garden City, it was proposed that I accompany members of CRS to the local private schools in which many refugee chidlren attend, including Iraqi children.

CRS is currently working on an assmiliation program in which members of the organization work with the children in these schools in order to identify social constraints they encounter while studying in a foreign country.

Sudanese, Iraqi and Egyptian children alike identify problems in their classroom such as colloquial language barriers, peer pressure, family situations, affordability of school supplies, etc through pictures, stories or acting out scenes from their daily life. Each student is given the opportunity to voice their concerns and the children provide solutions to thier classmate's problems. In this way, ethnic and social boundaries are no longer prevalent within the class, and the students learn how to help eachother while living in refugee status.

While CRS has conducted one session of this program already, they are in the midst of continuing thier visits within the next month. CRS has allowed me to accompany them and to ask questions of the Iraqi children pertaining to their situation and how they view their future. Having seen video clips of CRS's work, it is obvious that the children are open to discussion, enjoy talking with the volunteers and like acting out in front of the camera. It is likely that I will be able to proceed with the camcorder for capturing the children's concerns.

It was discussed with Ms. Sheahen that in order to avoid alienating the Iraqi children from their classmates that all of the children, regardless of their nationality be provided an opportunity to sit in front of the camera and ask/answer any questions they may have.

OTHER OPPORTUNITIES

While volutneering at Caritas clinics has proven a little arduous until I learn a little more arabic, CRS ahas also provided a list of other churches, clinics, and volunteer organizations in the area in which to aid Iraqi refugees.

1. St. Andrew's Church (downtown-- number 38 on 26th of July Street near Nasser Metro) needs volunteers to teach Iraqi and Sudanese refugees things like English or computer skills;

2. All Saints' Cathedral in Zamalek also works with refugees, mainly Sudanese; they need English-language tutors and help collecting used items.

Iraqi Refugee Children in Cairo:
Social Influences Afflicting School Age, Adolescent, and Young Adult Males
Emily A. Thompson
14 January 2009

ABSTRACT:

Iraqi refugee children living in Egypt face many unknowns while awaiting their return home. The convoluted, bureaucratic measures set against them from several Government and Non-Government agencies alike make continuity and affordability of education near impossible. (6)
With an estimated 40,000 to 150,000 Iraqi refugees in Egypt, of which possibly half could be school aged children, there is an enormous concern to provide adequate schooling. (6)
Within this group lies a potentially ‘at risk’ demographic - school age, adolescent, and young adult males. Using the qualitative research technique, this paper will attempt to outline questions that will be posed during research regarding the influences affecting Iraqi refugee males and how this may impact their future.


BACKGROUND:

Data:

The implications surrounding the mass exodus of Iraqi citizens from their homeland have yet to be understood. The efforts of the United Nations High Commissioner of Refugees to quantify the number of refugees and asylum seekers throughout the Middle East have been arduous to say the least.
Egypt has the third largest population of Iraqi refugees, stemming from the Military d operations in their home land. (6) The number of Iraqi refugees in Egypt range from the confirmed 15,000 aided by the UNHCR (11) to a surmised 100,000 to 150,000 as reported by the Egyptian Foreign Ministry. (8) The least accountable of this demographic are the children refugees. Of the 11,000 Iraqi Refugees registered with the UNHCR in Egypt, 3,300 were school aged children. (8)

Community:

“The Iraqi refugees in Egypt live predominantly in Cairo and cities built around it, though some also live in Alexandria. These are vast urban areas, which makes it harder for aid organizations to identify and reach them. Iraqis face many of the same difficulties typically associated with the urban poor.” (10) Those fortunate enough to attend private institutions receive little aid and without the ability for their families to earn an income, personal savings are running low. Many children are “home schooled” or simply do not receive an education. (6) (10) Due to the cultural concerns, we know that for the most part, school aged girls not enrolled in school remain at home. Boys who are in their early teenage years not attending school aid their families by trying to find work illegally in order to afford rent and other living expenses. “A refugee living in Damascus told Amnesty International in February 2008 that three of her children, aged between six and 15 years, work so the family can survive.” (AMNES) Subsequently, the questions surrounding the daily life of these boys are numerous. (6) (10) The purpose of this research is to narrow these questions to gain a better perspective of the specific factors that play integral roles in these boys lives.

Support Systems:

Several well established Non-Government Organizations exist to provide aid to all types of refugees in Cairo, including Iraqi refugees. Though there are systems in place, there are far more complications to facilitating adequate care. “The current political environment in Egypt makes it difficult to establish an NGO, as the government is suspicious of any form of public association. Dealing with the rights and needs of Iraqi refugees will be particularly challenging for national and international NGOs as the Egyptian government is reluctant to continue hosting Iraqis.” (10)
The specific time constraints laid upon Iraqi refugees in Egypt make registering in the area as a refugee, and therfore gain access to financial aid far more difficult than that of other refugees. “Our registration time to give someone a Yellow Card is two to three weeks,” states Abeer Etefa, “That’s a very short time compared to other countries in the region, because we don’t have as many people registering. In Jordan, sometimes it has been between six to seven months. In Cairo we had one day in 2006 when seven hundred people came to register, but this was the peak. Since then it has been reduced.” (8).
The following is a list of NGO’s currently in the area whose sole mission is to see to the rights of refugees; (11)

-The United Nations High Commissioner for Refugees
-The Catholic Relief Services in conjunction with Caritas Clinics
- Red Cross and Red Crescent International
- International Medical Corps
-USAinternational Relief and Development Foundation
- Refugee Egypt, Relief International
- Save the Children Federation (USA),
- Terre des Hommes

OUTLINE:

In contacting several of these NGO’s, Caritas clinics, in partnership with the UNCHR and Catholic Relief Services posed a need for volunteers at their clinics. It is my intent to research Iraqi refugee boys, ages 7 to 17 while volunteering as an Emergency Medical Technician at community outreach clinics that provide medical care to refugees. This age group represents the typical ages of school aged, adolescent and young adult males.
In order to facilitate honest and useful answers from this specific group of Iraqis, I will use the Guidelines for Interviewing Children as outlined by the Save The Children organization (5). Due to the nature of the demographic, I wish to emphasize the necessity to engage in a conversation which encompasses the research questions, rather than employ an ‘ask-and-answer’ style method. Bearing this in mind and given time constraints, cultural sensitivities, and the personal nature and comfort level of each child, acquiring the answer to all of the questions from each subject may not be possible.
In short, the idea is to gain a better understanding of the daily influences affecting Iraqi refugee children in Iraq, rather than fill in answers to a questionnaire.
The research will demonstrate the social, religious, societal and indirect influences that affect these boys. Questions posed to them are aimed to better understand what personal experiences, social constructs and societal obligations, peer pressure and other factors that these boys encounter on a daily basis.

METHOD:

Through the use of open-ended conversation initiated either verbally through an interpreter or written for those with the ability to read, I plan to pose questions regarding the daily life, situations, experiences, social implications, and peer and religious influences affecting young male Iraqi refugees. The following is a set of questions which will be the center of discussion. Each child will be recorded either through voice alone or on video as their comfort level will tolerate. These recordings will be analyzed and the research will be published through a capstone project at a later date. The material will be made available either on a journal / blog website, through a written report or through a documentary.

Personal Viewpoint:

What experiences in Iraq and as a refugee in Cairo have affected their world view and future endeavors? How do they feel about the war and in what ways do they feel compelled to react to their current situation?

Caring Adult Construct:

What adult in thier life influences their decision making, thier upbringing and thier outlook? What is family life like for these children?

What is their view of authority (adult relatives, police, Other Government Agencies, domestic and foreign military, etc)

Peer Pressure:

Who in their life is affecting their future goals, their daily lives and social interactions? What does their typical day include?

Civic Duty:

What responsibilities do they feel towards their Islamic and / or Iraqi heritage? What do they consider as obligatory in the way of providing for their family?


Limitations to Research
-IRB approval
-UNHCR assistance
-Interviewee compliance
-Parental consent

Works Cited

1. Amnesty International. "Opinion/Editorial: Iraqi Refugees Facing a Desperate Situation." Electronic Iraq. 16 June 2008. Amnesty International. 21 Dec. 2008 http://electroniciraq.net/news/opeds/Iraqi_Refugees_Facing_a_Desperate_Situation-3316.shtml.

2. Asquith, Christina. "Iraqi school boys: Now we hate the US." CSmonitor.com. 4 May 2004. The Christian Science Monitor. 8 Jan. 2009 http://74.125.95.132/search?q=cache:phKDMQW3-ZIJ:www.guardian.co.uk/world/2007/feb/06/iraq.topstories3+Iraqi+boys&hl=en&ct=clnk&cd=10&gl=us.

3. Catholic Relief Services. Ed. Laura Sheahen. 18 June 2008. 08 Dec. 2008 http://www.crs.org/iraq/downloads/hope-and-help-for-iraqi-refugees.pdf.

4. Howard, Michael. "Children of war: the generation traumatised by violence in Iraq World news The Guardian." The Guardian. 6 Feb. 2007. 10 Jan. 2009 gl=us>.

5. Hughes, Lotte, and Sarah McCrum. Interviewing Children : A Guide for Journalists and Others. New York: Save The Children, 2003.

6. Mackinnon, Mark. "Middle East Children's Alliance : Education crisis threatens Iraqi refugee children." Middle East Children's Alliance : Index. 18 Sept. 2007. The Globe and Mail. 22 Dec. 2009 http://www.mecaforpeace.org/article.php?id=223.

7. Maxwell, Laura & Aya El-Hilaly. Aucegypt.edu. Sept. 2009. The American University in Cairo - Forced Migration in Refugee Studies. 02 Nov. 2008 http://www.aucegypt.edu/ResearchatAUC/rc/cmrs/reports/Documents/SepChildCKedited.pdf.

8. McGiffin, Janet. :::: IRAQIS IN EGYPT ::::. 10 Apr. 2008. 17 Dec. 2008 http://www.iraqisinegypt.org/iraqichildren.html.

9. Professor Barbara Harrell-Bond, Aya El-Hilaly, and Abigail Schaeffer. 6 Jan. 2009
http://www.araburban.org/ChildCity/Papers/English/BH-Bond.pdf.

10. Rosen, Nir. "Egypt: Respond to the Needs of Iraqi Refugees ." The New America Foundation. 12 Apr. 2007. Refugees International. 11 Jan. 2009 http://www.newamerica.net/publications/policy/egypt_respond_needs_iraqi_refugees.

11. United Nations High Commissioner for Refugees. "U.N. Iraq Situation 2009." Iraq Situation. Jan. 2009. UNHCR. 11 Jan. 2009 http://www.unhcr.org/home/PUBL/474ac8d811.pdf.

12. Yoshikawa, Lynn. Forced Migration Review -. 9 Jan. 2009 http://www.fmreview.org/FMRpdfs/FMR29/54.pdf.