What I really wish my teachers could know is:
"When you show me something, show me slowly.
We didn't have Chromebooks or SmartBoards or desks.
I am a student at everything, not just English."
- a Congolese student
(Netsch, Terrell, Mayorga, Al Awadh, & Kulia, 2017).
Why did they have to leave home?In 1990, widespread international pressure led to the first open election in 24 years. The result was widespread violence and a government crackdown to silence dissent. Assassinations, rapes, kidnappings, and tortures took place by the thousands. In 1994, a genocide added to the violence in the region (Rousseau, Rufagari, Bagilishya, & Measham, 2004).
Since then, Congolese people have lived in a state of unrest. Extreme poverty, military violence, and unrest in neighboring countries have continued to drive many Congolese from their homes in 2017 (Democratic, 2016). At this time, there are approximately 2.4 million Congolese people displaced (Netsch, Terrell, Mayorga, Al Awadh, & Kulia, 2017). |
Family Structure
Congolese families are very traditional, with the father as the breadwinner and head of household and the mother as the homemaker. It is common for the community to be involved in raising children, so the more hands-off style of the United States is unsettling. The family is the source of strength and stability for the Congolese. It is where they derive property and place, but it is most importantly where they gain a sense of belonging. The family separations that take place during the refugee process can be very traumatizing for our Congolese students (Rousseau, Rufagari, Bagilishya, & Measham, 2004). Families from the DRC tend to keep things hidden that might cause disgrace. Add a lack of understanding of developmental differences and mental illness and there is a slower process to seeking needed special services (Netsch, Terrell, Mayorga, Al Awadh, & Kulia, 2017).
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"If you put me with someone who speaks English very well, |
School
Our Congolese students are very used to a hierarchy with a respect of elders and favoritism is an acceptable element of interaction (Muhima, 2014). This may mean that they are confused when a less productive student is given equal treatment. You may find that Congolese students are great at group work and hesitant to step too far outside the box (Muhima, 2014). Respect is given to elders as a cultural norm. Congolese students do not like to ask for help, so ask clarifying questions to make sure they understand. African cultures have a much looser sense of time than U.S. Americans, so expect to work with the students on tardiness. This is even more of a challenge for our older Congolese students because teachers rotate to new classes in their schools and students stay in one room. Education is valued, but many of our students will have had disruptions in their educational progress due to war. At the same time, schools and child rearing in Africa are significantly less structured than their U.S. counterparts, so be ready to teach them how to "do school" (Netsch, Terrell, Mayorga, Al Awadh, & Kulia, 2017).
Religion
Many refugees from the DRC will turn to a close relationship with God for their peace. The concept of Providence plays a huge role in the Congolese culture; therefore, happiness is a blessing, continued adversity may be a curse, and protest is useless because it is all the will of God. The Congolese have lived in a heavily evangelized area, so many are Catholic and nearly all have been surrounded by Catholicism (Rousseau, Rufagari, Bagilishya, & Measham, 2004). They will begin looking for a church to attend immediately because it is such a key part of life (Netsch, Terrell, Mayorga, Al Awadh, & Kulia, 2017).
CommerceEmployment continuity is a challenge for the adult refugees. They are highly educated, but companies have been few and far between in the DRC. This move will most likely bring about the first time that the mother has worked outside of the home, as well (Rousseau, Rufagari, Bagilishya, & Measham, 2004). Child labor is common in the DRC because of mining materials to support technology production (Netsch, Terrell, Mayorga, Al Awadh, & Kulia, 2017).
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Communication
French is a comfortable language for our Congolese refugees (Rousseau, Rufagari, Bagilishya, & Measham, 2004), but most speak Kiswahili. Culturally, their communication norms are pretty similar to those of the United States. Pointing, prolonged eye contact, and biting the index finger can be viewed as confrontational. Avoid questions about finances and relationships. Face-to-face communication is best. Show respect - the Congolese have a history of racism and feelings of powerlessness - and ask questions to clarify their needs and your understanding (Netsch, Terrell, Mayorga, Al Awadh, & Kulia, 2017).
Works Cited
Democratic Republic of the Congo Regional Office. (2016, February 12). Retrieved from
http://reporting.unhcr.org/node/4874#_ga=2.239448707.1418663948.1497807086-833549801.1497807086
Muhima, S. (2014, July 31). What international HR managers should know about the Congolese culture. Retrieved from
http://sergemuhima.over-blog.com/2014/07/what-should-international-hr-managers-know-about-the-congolese-culture.html
Netsch, L., Terrell, H., Mayorga, G., Al Awadh, H., & Kulia, G. (2017, June 20). The cultures of Perry Township. Lecture presented at Perry Township Professional Development in Southport Middle School, Indianapolis.
Rousseau, C., Rufagari, M., Bagilishya, D., & Measham, T. (2004). Remaking family life: Strategies for re-establishing continuity among
Congolese refugees during the family reunification process. Social Science & Medicine, 59(5), 1095-1108.
doi:10.1016/j.socscimed.2003.12.011
Democratic Republic of the Congo Regional Office. (2016, February 12). Retrieved from
http://reporting.unhcr.org/node/4874#_ga=2.239448707.1418663948.1497807086-833549801.1497807086
Muhima, S. (2014, July 31). What international HR managers should know about the Congolese culture. Retrieved from
http://sergemuhima.over-blog.com/2014/07/what-should-international-hr-managers-know-about-the-congolese-culture.html
Netsch, L., Terrell, H., Mayorga, G., Al Awadh, H., & Kulia, G. (2017, June 20). The cultures of Perry Township. Lecture presented at Perry Township Professional Development in Southport Middle School, Indianapolis.
Rousseau, C., Rufagari, M., Bagilishya, D., & Measham, T. (2004). Remaking family life: Strategies for re-establishing continuity among
Congolese refugees during the family reunification process. Social Science & Medicine, 59(5), 1095-1108.
doi:10.1016/j.socscimed.2003.12.011