What, So What, and Now What? WRIT 1733 Reflection

            I absolutely hate writing. I have always been a math and science nerd, and have never been able to get myself to sit still long enough to actually enjoy writing. Furthermore, I have never felt that I cared enough about any topic I have had to write about to actually put my heart into it. Fortunately, this past quarter has largely changed my perspective, and, I believe, has made me a better, more effective, writer. I have found that when I care about an issue enough, and can potentially make a difference through writing about it, I begin to enjoy writing. And that’s something I have never had the joy of experiencing. Through this course, I have gained understanding as to what a refugee is, what I can do about many of the issues they face, and how I can use these skills and experiences for the rest of my life.

            When I learned I had to take not just one, but two quarters of writing at DU, needless to say, I was a bit disheartened. In spite of the dread I felt, I was ecstatic to begin this course. After learning about the excellent professor through Rate My Professor and realizing it was a course centered on service-l2earning, I knew I was in for a great quarter. The first valuable fact I gained from this course was learning that refugees were not simply people in need of help from persecution, but that refugees actually have an official definition. The UNHCR defines refugees as, “people who are outside their country of nationality or habitual residence, and have a well-founded fear of persecution because of their race, religion, nationality, or membership of a particular social group or political opinion” (UNHCR. 2012. p. 8). I learned that the key to this definition is that a refugee must leave his or her home country in order to seek refuge from the pain of persecution. I quickly realized that the children I had worked with in Uganda and the patients I had helped treat in Nicaragua were not refugees at all—as I had often labeled them. I became enthusiastic about this new concept of what a refugee really is, along with the importance of their personal story, and was excited to jump into the service-learning portion by working with the ACC.

            Through partnering with the ACC I realized the importance of having a mind that is completely open when working with refugees. An initial approach we must make concerns Katrina Powell’s discussion of our expectations surrounding refugee stories. She notes that “we expect refugee’s stories to…fulfill certain narrative expectations of othered-ness, victimization, and dependence on the state,” (Powell. 2012. p. 308) although, oftentimes these expectations are subconscious and unintentional. I learned this firsthand during a volunteer experience at Safari Thrift when I mindlessly assumed three of my fellow volunteers were refugees. After talking with and getting to know them, I learned they were three international students from DU—not what could be readily defined as refugees. Not to say that there is any shame in the fact that these expectations or stereotypes exist—it simply presents an opportunity to learn and to grow through them. I found that it is imperative when listening to refugees’ stories to learn to have a mind that is completely open, and especially clear of media-induced or other preconceived stereotypes. Through this experience, I gained the insight to go into any experience having to do with refugees, or anyone who is different from me, with a clear and un-expectant mind. Through this mindset, we are more likely to hear the stories exactly as they are—no matter what that may prove to be.

            My dream is to someday live in a third world country and spend my days having adventures as a physician. I want to live and work with the people who are oftentimes regarded as unlovable or unworthy—much like refugees are. This course has added to my understanding on how to work with and best serve many of the people I will someday encounter daily. I am grateful for this course, and for how it has taught me that I can use writing to share someone’s story, and that his or her story can change lives. I am one of those crazy people who honestly believes she can change the world, and I believe that someday I will. One of the greatest lessons from that course comes from Mawi Asgedom in his book Of Beetles and Angels, “Of the gifts that we can give, the greatest is to see beauty in each other—in essence, to give beauty to each other. When we give that beauty, we prepare our hearts to receive it back” (2002. p. 134).

ACC Reflection

            The ACC “Working With Refugees” project I had the opportunity to participate in was an ideal way of ending what has proved to be an invaluable course in terms of building my personal understanding of refugees and how we can best serve them. The project allowed our class to unify each of our unique experiences and provide the ACC with something they can utilize daily. I personally contributed to the Congolese backgrounder section and the section presenting information for volunteers. My group, which consisted of Jaser and Aileen, did a wonderful job of delegating and spreading the work equally among the three of us. This made the project much less overwhelming; furthermore, it allowed me to hone in on specific topics and give them my best work, which is undoubtedly how I work most effectively.

            My part within the Congolese backgrounder was to present information about the cultural background of refugees coming from the DCR. The backgrounder we read in class, provided by the Cultural Orientation Resource Center, was immensely helpful in building my understanding of how cultural backgrounds affect a refugee’s ability to assimilate into America. I briefly discussed the effects of family roles and structure, language, and religion. After thinking about the intended audience, my group and I felt this would be useful for employers and volunteers because it shows where these refugees are coming from and provides support for their ability to become successful and productive in America. My second contribution was within the information for volunteers section, and I specifically discussed the various opportunities available for volunteers at the ACC. We felt this section would be useful for encouraging more people to volunteer at the ACC, because there is a broad range of work volunteers are able to participate in. Showing people this raises the likelihood of each potential volunteer finding something they are excited about getting involved with. I drew information from the ACC website as well as personal experience to compile this section.

            Through my contributions to this project, I learned the value and efficiency of delegating work within a group and the importance of having a clear vision of what the collective group would like to see in the finished project. The “Working with Refugees” guide also provided a tangible product to give the ACC, and I feel this was one of the best ways we could have served them through our class. The service learning portion of this course has by far been one of my favorite experiences at DU. It was wonderful to apply the classroom learning into the real world almost immediately. I felt like I learned more than I would have in a traditional course, and I also felt like our class as a whole made a difference. I know I was personally changed by the experiences presented to me through this course, and I wish more opportunities like this were available to college students. 

Jaser, Aileen, and Taylor's Congolese Backgrounder

CONGOLESE BACKGROUNDER – LEAKE CLASS VERSION (P12)

Aileen: Ethnic Struggle (Congo Background)

The Congo wars are known to be one of the bloodiest wars, but also the least understood. This misunderstanding of the war can be related to the confusion of how the war started, and who is involved. Closely intertwined with the Rwandan genocide, the origin of the Congo wars can be traced to the 1996 Rwandan invasion of the Democratic Republic of the Congo, which replaced the dictator Mobuto Sese Seko by Rwandan leader, Laurent-Desire Kabila. Only 2 years later, Rwanda made the decision to overthrow the leader, but this time the conflict lasted for 4 years where millions of Congolese perished. Although a cease-fire was signed in 2002, war continued in the Congo. The Congolese wars can be clearly traced to Rwandan involvement.

           The wars in 1996 and 1998 were accepted by most Congolese people as a civil war against their dictators; However, the United Nations emphasized the foreign involvement, questioning the civil war label. These wars can also be seen as a continuation of the Tutsi-Hutu conflict in Rwanda, only occurring in Congo. To others, it is also called a resource war. To others, the conflict was a result of self-defense from Rwanda and Uganda, their neighbors. Conflicting ideas as to what started the Congo wars greatly contributed to peoples’ lack of understanding of it, and also peoples’ lack of care from their lack of understanding.

           No matter the cause of these conflicts were, the death toll is immense. The International Rescue Committee presented a report in 2000 stating that 1.7 million people died in the previous 2 years due to the war in eastern Democratic Republic of the Congo. In 2002, “…the IRC estimated that at least 3.3 million Congolese died between August 1998, when the war began and November 2002.” Yet another study in 2004 said that the total deaths amounted to 3.8 million people.  

Taylor: Personal Cultural Development

When beginning work with refugees, it is imperative to remember that they are coming from unique cultural backgrounds, and that their culture deeply affects who they are and how they will acclimate into the American lifestyle. One cultural obstacle refugees from the Democratic Republic of Congo will strive to overcome is their traditional family values and roles. Typically in Congo, the family is primarily composed of the “extended family including uncles, aunts, cousins, nephews, nieces, and even those not related by blood” (Ranard 5). This can pose problems throughout the process of resettlement because of confusion surrounding who is actually related. The family network is extremely strong and important in Congolese culture. Oftentimes, it is the men who primarily provide for the family, while the women tend to the housework and meeting the basic needs of the family. Although, in recent years, the roles of many women within the family has moved to working and even playing the role of primary breadwinners (Ranard 5).

           Language barriers pose the potential to inhibit the ability to do certain jobs or interact effectively with various people. Those working with refugees should be aware that many refugees from DRC know as many as five different languages. Many refugees will know the language Kinyarwanda or Kinyamulenge, depending on his or her native tribe. Furthermore, many refugees consider Kiswahili to be a second native language. French is the language used within schooling, and many have been exposed to English to some degree (Ranard 4). Ranard explains further that most refugees will begin English language classes before or after their exodus to the United States, and with their broad language backgrounds, refugees tend to be extremely successful within these courses (4).

           According to research conducted within the “Refugees from the Democratic Republic of the Congo” article published by the Cultural Orientation Resource Center, “the Congolese refugee caseload is 95% Christian” (Ranard 5). Religion is largely considered to be a source of refuge and “a solution to personal problems” in the eyes of DRC refugees (Ranard 5). It should be noted that occasionally, especially within times of illness, traditional Congolese beliefs are incorporated with Christian beliefs to form a sort of hybrid belief system. Religion plays a major role within the daily life of Congolese refugees.

Jaser: Occupational Background

Congolese refugees are a part of a greater social and political agenda in the United States. While many of these souls have been pushed to the margins of society, their educational and  experiential background contributes to their marketability and applicable skills in the U.S.  The U.S. Government has continually struggled with “refugee problem” in the economy, questioning the role of the refugee in the ebb and flow of commerce. With that being said, there has been overwhelming support of refugees and their complete integration into the American education system, and ultimately, the U.S. workforce: “In rubbing shoulders intellectually and physically, so to speak, with Americans [Congolese refugees] have a better appreciation of American ideals, they have a better appreciation of the American character, they have a better respect and regard for what American education and American citizenship really amounts to” (Committee on the Judiciary House of Representatives). In this overtly patriotic quotation, the House of Representatives and Senate recognize refugees as a class which can productively and concretely contribute to the American workforce.

While there are many diverse qualities and skills which the refugees offer when coming to foreign countries, English proficiency remain an eminent portion to the full acculturation of an individual. The massive influx of Congolese refugees in Great Britain in the 1990s saw a high attrition rate in terms of language proficiency: “On arrival....53 per cent  of Congolese [spoke no English]” (Bloch 103). And of those who actually did speak English, only “2 per cent of Congolese spoke fluently” (103). Thus, Congolese refugees may face many struggles while assimilating to the brute workforce of America; however, their personal and technical personages can adapt to surroundings and learn language in the process.

This notion is then solidified by the Congolese personal traits which are conducive to positive work environments. As Alice Bloch elaborates, “Refugees bring with them diverse sets of skills and experiences though...as they tended to be among the more educated and literate in their countries of origin” (120).  For the Congolese refugees who are 18 and older in the United States, most all have had some formal education, “with about one-third reporting some primary schooling and little more than half reporting intermediate, secondary, or technical school education” (“Refugees from the Democratic Republic of the Congo”). On arrival in Great Britain in the 1990s, Congolese refugees were the most highly educated in comparison to all other refugees coming from Africa (Bloch 111). In consideration to correlation between qualifications and education, refugees are, on the whole, very well qualified from their country of origin (111).  Moreover, “labor market participation [for refugees] is a strong indicator of acculturation...it is second to the acquisition of the language of the host society” (Bloch 120). Naturally, because refugees are forced to leave from their homeland, their ability to work hard and work independently has been refined and embedded into their day-to-day routine. When an individual has experienced some sort of traumatic suffering, their ability to perform the “day-to-day” becomes simplified and normalized. Tasks which make the everyday laborer cringe are mere grains of sand from a beach of arduousness and ubiquitous challenges.

Works Cited

Bloch, Alice. The Migration and Settlement of Refugees in Britain. London: Palgrave Macmillan, 2002. Print.

Committee on the Judiciary House of Representatives. Subcommittee No. 1; Committee on the Judiciary. House. Migration and Refugee Assistance. Washington, DC.: U.S. Government Printing Office, 1961. Web. <http://0-congressional.proquest.com.bianca.penlib.du.edu/congressional/docview/t29.d30.hrg-1961-hjh-0011?accountid=14608>.

Ranard, Donald. "Refugees from the Democratic Republic of the Congo.” Cultural Orientation Resource Center 1 (2013): 1-12. Print.

“Refugees from the Democratic Republic of the Congo.” Blackboard. The Cultural Orientation Resource Center, n.d. Web. 12 May 2013. <https://blackboard.du.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_208109_1&url=>.

Congolese Backgrounder and Employer Guide to Hiring Refugees

          I greatly appreciated the perspective brought on by the Congolese Backgrounder, and I feel the Employer Guide to Hiring Refugees would be beneficial to building awareness about refugee employment. When thinking of the potential employers the Employer Guide would undoubtedly be helpful. I imagine the topic of hiring refugees contains quite a stigma surrounding it. It is refreshing to see a document encouraging employers to hire refugees, because it seems as though they may be pooled into the category of illegal immigrants. Like we have talked often in class, it is imperative to educate our community on what exactly defines a refugee, so we may begin to move forward in assisting them to our full potential. The Congolese Backgrounder also does a fantastic job of doing this. Specifically, I found the information about the underlying causes and initiating factors of the war affecting many countries in Sub-Saharan Africa to be helpful. I often find myself not considering the effects the circumstances refugees are venturing out of may have on their assimilation into other countries; however, underlying sources of conflict from their home countries can have a major impact on refugees, and the Congolese Backgrounder presents this important information in an effective way. Educating the community on issues surround who refugees are and what we do as we welcome them to our country should remain at the forefront of the focus of such documents for the our community. 

            I found the information within the Employer Guide to Hiring Refugees about the training programs they offer to refugees to be a lot of information in a little amount of space. Employers will be intrigued knowing their potential hires have this kind of training, but I would consider presenting the information in a different format and only keeping the major points. Within a “Working with Refugees” document, I would add personal testimonies or interviews from refugees who have been resettled. I feel this would add a personal aspect and it would be valuable for volunteers and potential employers to be able to put a face to this idea of refugees within their communities.

Annotated Bibliography

1.    Renzaho, Andre M. N., and Sonia Vignjevic. "The Impact Of A Parenting Intervention In Australia Among Migrants And Refugees From Liberia Sierra Leone, Congo, And Burundi: Results From The African Migrant Parenting Program." Journal Of Family Studies 17.1 (2011): 71-79. Academic Search Premier. Web. 6 May 2013.

This study considers the impact on parenting styles in African refugee families who resettle in high-income countries. Due to differences in family expectations, values, and cultural traditions, the transition parents make when relocating their families is often difficult, and adjustments to family dynamics are inevitable. Furthermore, the results discussed within this study are applicable to African refugees in the United States because the culture is similar to that in Australia. This study is especially useful because it makes recommendations for future policies and programs.

2.    Emizet, Kisangani N.F. "The Massacre Of Refugees In Congo: A Case Of UN Peacekeeping Failure And International Law." Journal Of Modern African Studies 38.2 (2000): 163. Academic Search Premier. Web. 6 May 2013.

Emizet examines the massacre of refugees in Congo amidst the 1996-97 war. He takes into consideration the historical context, the United Nations peacekeeping force response, and the cover-ups used after the event occurred. It would prove particularly useful as he later discusses the use of the legal system in establishing a standard for the protection of refugees in a similar situation.

3.    Vivienne Walt/DubieAndrew Purvis/Berlin. "Starving in a Land of Plenty can Elections and European Troops Help Thousands of Refugees Left Homeless by Congo's Civil War?" Time International Apr 03     2006: 20-. ProQuest. Web. 6 May 2013.

This source challenges conventional thinking on the ethnogeographic distribution of refugees. The fact that Congo has the mineral and economical resources to fully support the over 18,000 refugees relocated throughout the globe is challenged by the reality that resources are scarce and peacekeeping efforts are dwindling. In the conclusion, a call is made to Western governments to appeal for more aid funding, and many valid needs are presented for consideration.

4.    Scharnberg, Kirsten. "Refugees Build a Life, Lifeline More than a Year After Fleeing Congo's Strife for Chicago, a Mom and Son are Reunited with the Rest of their Family." Chicago Tribune: 1. Jul 22 2001. ProQuest. Web. 6 May 2013.

Scharnberg shares the heartwarming tale of the Maboneza family; who, after being separated for over a year, are reunited to begin their new life in the United States. The beginning of the article focuses on each family member’s difficult journey from Congolese prisons and refugee camps to Chicago. It is useful because it provides valuable insight to the emotional and physical turmoil refugees endure to reach a better life. It creates a real sense of perspective and empathy among the audience.

5.    Congo (Brazzaville) Politics: Refugees Return to Region. New York, United States, New York: The Economist Intelligence Unit, 2003. ProQuest. Web. 6 May 2013.

This report shares about the current state of Congo, and the new concerns that have arisen surrounding the sudden influx of refugees returning to the country. UNHCR has deemed it unsafe for some refugees to return; however, many refugees are receiving no further alternatives. It provides a reality check when discussing the government’s questionable handle on the situation and the lack of rights for returning refugees.