Conference Agenda
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Please note that all times are shown in the time zone of the conference. The current conference time is: 15th Sept 2026, 12:30:49pm EEST
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Daily Overview |
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Oral Session 8: Collective Identities, Political Voices and Activism Location: Amphitheatre II (KEDEA) Session Chair: Dr. Fiona Westbrook, Auckland University of Technology | |
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The Impact of Refugee Experiences on the Cultural Identity of Syrian Children Residing in Jordan: A Dialogical Self Perspective 1: Autonomous University of Barcelona, Spain; 2: Autonomous University of Barcelona, Spain This study investigates how the refugee experience shapes the cultural identity of Syrian children residing in Jordan, drawing on Hubert Hermans' Dialogical Self-Theory (DST). Syrian children were forced to flee their country years ago, and grew up in protracted displacement, either in camps or within the host community, negotiating their cultural identity. Although Jordan and Syria share many cultural similarities, it remains unclear how these children navigate and negotiate their identities in displacement. The study examines how they perceive themselves in both camp and host community settings and the role of schools in shaping cultural identity. The study aims to (1) explore how Syrian refugee children construct their cultural identities through self-narratives, (2) compare the experiences and identities of those living in host communities and refugee camps, and (3) examine the role of the school environment in identity formation. A qualitative narrative approach was employed, including semi-structured in-depth interviews (n=20 children, ages 12–17). Data were analyzed thematically and dialogically using Atlas.ti software. Ethical guidelines were followed, ensuring informed consent, confidentiality, and participant well-being. Refugee children maintain multiple internal voices reflecting both Syrian heritage and adaptation to the host culture. Identity is not fragmented; rather, it is multilayered. Participants maintain a repertoire of I-positions that shift situationally across school, peer, and family contexts. While camp residents often cling to original cultural positions due to restricted movement, those in host communities navigate more complex cultural negotiations. Schools emerged as vital "dialogical spaces" for cultural identity development. DST provides a framework for understanding the internal dialogues shaping identity in displacement. Given the school’s critical role, interventions and educational strategies should support refugee well-being, identity development, and integration. | |