Developing social inclusion through after‐school homework tutoring: a study of African refugee students in Greater Western Sydney

Naidoo, Loshini

doi:10.1080/01425690902812547

Cited by 64 publications

(40 citation statements)

References 14 publications

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“…It is unfortunate that this was not the experience of all Sudanese students in all locations. Those who attended the homework centres in Greater Western Sydney found that the friendship, interest and learning support that was lacking in their relationships with their teachers was able to be established with the student volunteers who regularly assisted them after school (Naidoo, 2009). Typically, in a country that primarily values the white, Anglo-Saxon, middle class ways of knowing, the rich, predominantly oral linguistic culture that Sudanese children and young adults bring to their new country is rarely recognized in the Australian education system even though it has enormous potential to support their learning in English language and literacy (Cole, 2013;Major, Wilkinson, Langat, & Santoro, 2013).…”

Section: Learning To Speak 'Australian'mentioning

confidence: 99%

Becoming Australian: a review of southern Sudanese students’ educational experiences

Sellars

Murphy

2017

International Journal of Inclusive Education

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This writing presents a retrospective view of the literature around meeting students' learning needs in Australian schools. It has particular reference to one particular group of students with refugee experience who have been in Australian schools for over a dozen years; students with a background of oracy from Southern Sudan. It highlights the complexities and challenges of the Australian education system in their attempts to authentically engage with the psychological and literacy needs of these students. The development of psychological health and literacy competencies are considered to be two of the most critical and complex responsibilities undertaken by education, and, in the case of these students two of the most significant when considered in relation to successful settlement, acculturation and assimilation. In presenting this literature, the bigger picture of how schools can fail, not only these particular students, but for any number of students from diverse backgrounds, becomes startlingly obvious, as do the ways in which in which the current political agenda inherent in the public education system in Australia privileges students of specific class and culture. Finally, recommendations are made regarding the development of policy and the concentration on pedagogical practices which acknowledge and respect the strengths and capabilities of this group of students with refugee experiences and of all the diverse student cohorts who are currently engaging with Australian schooling. 2 Refugees leave their home country as result of fear of persecution for reasons of race, religion, nationality, political opinion or membership of a particular social group (see http://www.unhcr.org/pages/49c3646c125.html) 3 Individuals who have fled their countries usually as a result of fear of persecution for reasons of race, religion, nationality, political opinion or membership of a particular social group and seek asylum elsewhere (see

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Section: Learning To Speak 'Australian'mentioning

confidence: 99%

Becoming Australian: a review of southern Sudanese students’ educational experiences

Sellars

Murphy

2017

International Journal of Inclusive Education

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“…Research that examines the refugee student experience in Australian mainstream secondary schools has principally focused on language and literacy problems (Miller, Mitchell, and Brown 2005;Brown, Miller, and Mitchell 2006), identity issues (Hewson 2006), experiences of transition Gow 2005, 2006), and homework-tutoring programmes (Naidoo 2009). Most of these studies were prompted by the huge influx into Australia, during the early to mid-2000s, of young adult refugees from Africa who have had none or severely-interrupted schooling and were thus unprepared for the linguistic, cultural and social demands of Australian mainstream secondary schooling.…”

Section: Previous Researchmentioning

confidence: 98%

Fish out of water: refugee and international students in mainstream Australian schools

Dumenden

English

2013

International Journal of Inclusive Education

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In this paper, the authors combine Pierre Bourdieu's concept of hysteresis (the 'fish out of water' experience) with the discourse historical approach to critical discourse analysis (CDA) as a theoretical and analytical framework through which they examine specific moments in the schooling experiences of one refugee student and one international student, both enrolled in post-compulsory education in Australian mainstream secondary schools. We examine specific moments -as narrated by these students during interviews -in which these students can be described as 'fish out of water'. As such, this paper takes up the concerns of researchers who call for an examination of the lived geographies and the everyday lives of individual students in mainstream schools. We find that our students' habitus, conditioned by their previous schooling experiences in their home countries, did not match their new Australian schools, resulting in frustration with, and alienation from, their mainstream schools. However, we also note that schools, too, need to adapt and adjust their habitus to the new multicultural world, in which there are international and refugee students among their usual cohort of mainstream students.

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“…The study reinforced findings by Alam and Imran (2015) about the high usage of mobile phone technology and social media platforms in Australia, and their capacity to alienate those not yet connected. Naidoo's (2009) ethnographic study documented the experiences of university student mentors working in a homework club for students from a refugee-background. The club focused on English language support and educational improvement and attainment.…”

Section: English Language Communication Processes and Toolsmentioning

confidence: 99%

“…Most of the studies highlighted the two-way nature of building social inclusion, with host community volunteers. Naidoo's (2009) study involving volunteer trainee teachers in the homework club demonstrated that the intervention provided an important opportunity for the trainee teachers to develop knowledge of the students' experiences of resettlement and the academic and family challenges faced by this cohort, thereby enhancing their professional skills. Riggs et al (2014) also noted that mentor drivers valued the opportunity to meet and get to know new people.…”

Section: Trained Volunteer and Mentor Involvement In Social Inclusionmentioning

confidence: 99%

Community-based interventions for building social inclusion of refugees and asylum seekers in Australia: A systematic review

Mahoney

Siyambalapitiya

2017

Journal of Social Inclusion

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Developing social inclusion through after‐school homework tutoring: a study of African refugee students in Greater Western Sydney

Cited by 64 publications

References 14 publications

Becoming Australian: a review of southern Sudanese students’ educational experiences

Becoming Australian: a review of southern Sudanese students’ educational experiences

Fish out of water: refugee and international students in mainstream Australian schools

Community-based interventions for building social inclusion of refugees and asylum seekers in Australia: A systematic review

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