I Come in With Full Force: How Somali Mothers' Hopes, Parenting Practices, and Experiences Can Reimagine Schooling for Their Children

Abstract

The Somali diaspora, stemming from the civil war of 1991, introduced Somali refugees individuals deeply rooted in an oral nomadic tradition to the global stage, particularly in the Western world, notably the United States. Emerging as a dynamic new community, they have grappled with challenges while navigating various systems in their host countries, most notably the education system. Discrimination, anti-black rhetoric, islamophobia, and anti-immigrant sentiments have all been hurdles they have faced. As policies and programs strive for greater inclusivity and cultural relevance, especially in education, exploring how to support Somali families with young children best becomes crucial. This qualitative study aims to contribute to the limited literature on Somali families with young children in the early learning years by addressing three research questions: 1) What are Somali families' hopes and dreams for their children? 2) How do Somali families cultivate their children’s development, identity, and learning? 3) How do Somali families reimagine schools? Employing Cultural Historical Activity Theory (CHAT) and a Decolonial Lens, this study delves into these inquiries through the lens of Somali mothers. The research employs ten individual interviews and four community design circles. The findings of this study underscore the profound significance and interconnectedness of religion (deen), culture (dhaqan), and the lived experiences of the mothers. These pivotal ideals/values and lived experiences shape the mothers' aspirations, strategies to nurture their children's development, and innovative approaches to reimagining schools. Moreover, the study sheds light on the techniques employed by mothers to transmit knowledge and confront the numerous barriers their children encounter within both public and Islamic schooling environments. Ultimately, this study enhances our understanding of these families' lived experiences, potentially guiding transformative actions that could reshape how Somali families are engaged. By highlighting their cultural practices and identifying effective strategies, pathways can be forged that allow them to sustain their language, religion, and culture.