Hi Samira!
I really appreciated your take on the CUNY-IIIE videos, especially how you highlighted the teacher's effort to connect a student with their sibling in Nepal. I also think this story demonstrated how meaningful relationships can bridge the gap between classroom and the lived realities of migration. It also showed the fundamental relationship that is based on trust for refugees and migrant students when it comes to learning and this videos are a clear examples on how engaging with cultural and linguistics context can help develop trust between the student and the educators as a foundation for their learning. Furthermore, I also really agree with you about your critique of the FBI and Buffalo PD involvement: I think the actual dialogue with institutions is little to none because these organizations have historically relied on racial profiling, surveillance and family separation. This also comes to show how the need to become active listeners to understand what these students families want and need and not assuming what is best for them since in the long term it could further marginalize them.
I really appreciated your take on the CUNY-IIIE videos, especially how you highlighted the teacher's effort to connect a student with their sibling in Nepal. I also think this story demonstrated how meaningful relationships can bridge the gap between classroom and the lived realities of migration. It also showed the fundamental relationship that is based on trust for refugees and migrant students when it comes to learning and this videos are a clear examples on how engaging with cultural and linguistics context can help develop trust between the student and the educators as a foundation for their learning. Furthermore, I also really agree with you about your critique of the FBI and Buffalo PD involvement: I think the actual dialogue with institutions is little to none because these organizations have historically relied on racial profiling, surveillance and family separation. This also comes to show how the need to become active listeners to understand what these students families want and need and not assuming what is best for them since in the long term it could further marginalize them.