Listening to Resistance: Lessons from Afghan Refugee Women Learning English

 

What a Case Study Taught Me About Culturally Responsive Education

As educators of multilingual learners, we often focus on methods, materials, and standards. But what happens when students resist those methods, not because they lack motivation, but because the approach doesn’t fit their reality? That question stuck with me after reading a powerful case study on adult Afghan refugee women learning to read in English.

The women in the study had no prior literacy, not even in their native language. They joined a community-based ESL program where phonics and basic vocabulary were taught through everyday contexts. Despite their initial progress, the researchers observed moments where the women disengaged. But this resistance wasn’t about laziness or disinterest. It was an act of agency. A message. A form of saying, “This doesn't reflect who I am or how I learn best.”

 Key Lessons from the Case Study

1- The study used a qualitative descriptive approach to follow three Afghan women over seven weeks. Through classroom observations and literacy assessments, researchers identified patterns in student engagement, resistance, and emotional response.

2- These women improved their ability to recognize letters and form basic English words. But they also stepped back during activities that felt culturally unfamiliar. That’s not a contradiction, it’s a clue that teaching must be culturally grounded. 

3- When students push back, it’s often because what’s being taught doesn’t resonate with their values or life experience. The researchers urged teachers to view this resistance as an opportunity, a way to adapt, adjust, and learn from the learner.

Context
Phonics instruction was helpful, but the most powerful learning happened when content connected to real-life situations. The study recommended adding culturally relevant themes, such as family roles or familiar traditions, to increase motivation.

My Teaching Practice

This case study reminded me that cultural mismatch is a challenge I see every day with newcomer students. Sometimes they seem distant or quiet in class, and it’s easy to assume they’re struggling academically. But often, it’s a cultural disconnect, something in the lesson or environment that doesn’t feel safe or familiar.

As a bilingual educator and team mentor, this study pushed me to reframe the way I interpret student behavior. It encouraged me to:

1- Let them choose themes or texts that matter to them. Invite their families into the conversation. Use materials that reflect their realities, not just generic curriculum.

2-Many new educators mistake cultural resistance for defiance. I want to help change that through modeling and coaching. As Shubbar (2024) highlighted, self-efficacy is key. When teachers feel confident in their cultural responsiveness, classrooms become more inclusive and welcoming.

3- Díaz (2023) and Comstock (2025) both emphasized that culturally sustaining education must be backed by leadership, training, and collaborative systems. This aligns with my role as a school leader, I want to create spaces where CRI isn’t just a personal commitment, but a collective priority.

Final Thoughts

Teaching isn’t just about strategies, it’s about relationships, trust, and listening. This case study showed me that resistance isn’t something to fix, it’s something to understand. Afghan women in this study had the courage to assert what worked for them. As educators, we should have the humility to respond with curiosity and care.

This project deepened my commitment to culturally sustaining pedagogy, not just for children, but for adults too. Learning a new language is a deeply emotional and identity-shaping experience. We must honor that journey at every age.

 

References:

Comstock, M. (2025). A justice-oriented system. Teachers College Record.

Díaz, C. C. (2023). Culturally sustaining practices for middle level teacher educators. Middle School Journal.

Hamada, M., & Riddle, E. M. (2024). Afghan refugee women’s agency in learning to read in English. Adult Learning.

Shubbar, A. M. (2024). Self-efficacy in the management of culturally responsive classroom. Journal of Anbar University for Human Sciences.