A story of belonging: schooling and the struggle of students of refugee experience to belong

Picton, Fiona; Banfield, Grant

doi:10.1080/01596306.2018.1552921

Cited by 19 publications

(10 citation statements)

References 28 publications

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“…They argue that such measures would allow children more time to familiarize themselves with the new childcare setting, such as daily routines. In addition, in a case study of a young refugee student entering mainstream primary school in Australia by Picton and Banfield (2020), the authors also recommended that “rules and structures at mainstream school be made transparent” (p. 9) for young refugees to avoid situations such as accidentally breaking the rules which can impede adaptation. Finally, in a case study exploring the implementation of the Literacy, English, and Academic Development (LEAD) program to help refugee students aged 14–18 years old to settle in a Canadian high school, the authors mention how, as part of the program, “the predictable routine of the day is posted as a series of labeled pictures visible at eye level” and that “the LEAD staff ensure that the routine is up to date and refer to the pictures throughout the day to help students know what to expect” (Miles & Bailey‐McKenna, 2016, p. 117).…”

Section: Resultsmentioning

confidence: 99%

The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum‐seeking children: A systematic review of the literature

Larran

Schuster

Hein

2021

New Drctns Chld & Adlscnt

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Given the significant amount of time that refugee and asylum‐seeking children (RASC) spend in schools, these institutions play an important role in their lives and represent an ideal environment in which to help them to adapt to their host society. The present study aimed to draw attention to the possibility of transferring intervention methods designed for children with ASD to formal education settings welcoming newly arrived RASC to support their adaptation to their new school environment. For this purpose, a systematic review was undertaken to assess the feasibility of implementing three specific ASD intervention methods (i.e., TEACCH, PECS, and PMI) in schools welcoming RASC. While the review did not reveal previous attempts to implement and evaluate ASD intervention methods with newcomer RASC, 21 records were uncovered providing preliminary evidence in support of this idea. Hypothesized strengths and limitations, as well as considerations about implementation, are discussed.

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Section: Resultsmentioning

confidence: 99%

The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum‐seeking children: A systematic review of the literature

Larran

Schuster

Hein

2021

New Drctns Chld & Adlscnt

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“…Feeling belonging to the school is more important for refugee students than other students. Because the sense of belonging to the school can help students gain control over their lives by supporting the sense of belonging to their new country (Picton & Banfield, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Language proficiency is important for belonging to the school, but it is not sufficient on its own. Because for refugee students, school belonging will be facilitated only if access to a socially equitable education and full and real inclusion of their families are encouraged (Picton & Banfield, 2020). Therefore, it is known that schools are one of the first and most effective service systems for young refugees (Keating & Ellis, 2007) and sports and music are the two areas where it is most possible to include them in school culture (Atencio, 2006;Uptin, Wright & Harwood, 2013).…”

Section: Discussionmentioning

confidence: 99%

The Role of Sports in School Belonging of Syrian Refugee Students in Turkey

Sağin¹,

YÜCEKAYA²,

Uğraş³

et al. 2022

E-International Journal of Educational Research

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In this study, it is aimed to determine how being in school sports teams with Turkish students affects the sense of school belonging of Syrian students and to analyze the process before and after joining school sports teams. Explanatory sequential design, one of the mixed research methods, was used in the research. In the quantitative aspect of the study, a school belonging scale was applied to a total of 472 Syrian and Turkish students. In the qualitative dimension, interviews were conducted with 7 Syrian students in the school sports teams. Syrian students have a lower level of school belonging compared to Turkish students. When the school belonging levels of the Syrian students who are in the school sports team and the Syrian students who are not in the school sports teams are compared, it has been revealed that there is a significant difference in favor of the Syrian students who are in the school sports teams. Qualitative interviews were also found to support these findings. As a result of the research, it is shown that the participation of Syrian students in sports activities can prevent many psychosocial problems they experience in school. At the same time, it is seen that sports teams can contribute to Syrian students' forming a social circle of friends, socialization, accelerating the adaptation process, cooperation, complying with school rules, and increasing their level of satisfaction with the school.

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“…Teachers are key actors in this since they design and enact (un)belonging in the classroom via their curricular, pedagogical, and social practices (Edgeworth and Santoro, 2015;Comber and Woods, 2018;Dadvand and Cuervo, 2019;Anderson et al, 2023). In other words, teachers' pedagogical decisions and practices in how they organize social and curricular learning may set conditions for newcomer migrant students to feel (un)belonging (Comber and Woods, 2018;Picton and Banfield, 2020). For example, allowing newcomer migrant students to socialize during lessons, flexibly grouping them with many of their peers, promoting the use of home languages and actively stopping cases of peer discrimination play a crucial role in belonging (DeNicolo, 2019;Picton and Banfield, 2020;Lang and García, 2023).…”

Section: Belonging Among Newly Arrived Migrant Pupils In Schoolsmentioning

confidence: 99%

Together or separate? Tracing classroom pedagogies of (un)belonging for newcomer migrant pupils in two Austrian schools

Wagner,

Szelei,

Eloff

et al. 2024

Front. Educ.

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Even though receiving newcomer pupils in schools is not a new phenomenon, many education systems grapple with finding adequate schooling arrangements that foster belonging and inclusion. Over the years, policy-makers and school practitioners seem to echo recurring dilemmas in terms of what language support models may promote optimal inclusion, and whether and how to support the language of schooling while also building on students’ cultural and linguistic repertoires. In this article, we present classroom observations from two Austrian primary schools that implemented German language support in two distinct ways. School 1 implemented pull-out classes, whereas School 2 used a model of individualized learning for all students in the mainstream classroom. Utilizing the cultural-linguistic aspects of ‘belonging’ in pedagogical enactments, we analyze how teachers’ instructional strategies to organize curricular learning for newly arrived migrant pupils set conditions for pedagogies of (un)belonging in the classroom. Findings show that pedagogies of (un)belonging seemed to be formed via chains of patterned interactions, activities and utterances based on three key logics: marking students’ ‘fitness’ to the mainstream classroom, creating cultural (in)visibility, and as creating language hierarchies. While the two classroom practices remarkably differed in how they enabled German language learning and fitting to mainstream pedagogical norms, both seemed to uphold monolingualism and monoculturalism. Recommendations are given in order to expand narrow notions of belonging in educational policy and practice.

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A story of belonging: schooling and the struggle of students of refugee experience to belong

Cited by 19 publications

References 28 publications

The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum‐seeking children: A systematic review of the literature

The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum‐seeking children: A systematic review of the literature

The Role of Sports in School Belonging of Syrian Refugee Students in Turkey

Together or separate? Tracing classroom pedagogies of (un)belonging for newcomer migrant pupils in two Austrian schools

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