Abstract
To investigate trauma formation associated with the intricacy of Cambodian-specific experiences, this study examines how refugee identities and daily diasporic experiences shape the larger subject positions of subsequent generations—particularly through the concept of refugee subjecthood. Cambodian American students’ navigation of ethnic and racial identity reveals that in comparison to the available discursive narratives about their history (given to them through multicultural education), the younger generations’ is an inexact fit. To draw out the relationships between collective feelings and social experiences, this article addresses how Cambodian American students not only come into recognition about their positions as refugee subjects but also suggest why higher education practitioners need to provide support for and recognition of student challenges and strengths associated with refugee diaspora.
Recommended Citation
Kwan, Yvonne Y.
(2020)
"Navigating Refugee Subjecthood: Cambodian American Education, Identity, and Resilience,"
Journal of Southeast Asian American Education and Advancement: Vol. 15
:
Iss.
2,
Article 4.
DOI: 10.7771/2153-8999.1208
Available at:
https://docs.lib.purdue.edu/jsaaea/vol15/iss2/4
