Abstract
ABSTRACT This study adopts Yosso’s Community Cultural Wealth (CCW) framework to examine family engagement of Syrian refugee background parents with their children’s elementary schooling during their migration journeys across pre-migration, transit, and resettlement contexts. Utilizing interpretive inquiry, interview and artistic data were collected from eight children and their parents over a 14-month period, then analyzed within the hermeneutic circle. The findings elucidate the various forms of capital that the families brought to their engagement with schools across contexts, suggesting that understanding familial values and beliefs is central to building positive, reciprocal relationships.
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