Educating refugee-background students in Australian schools and universities

Naidoo, Loshini

doi:10.1080/14675986.2015.1048079

Cited by 47 publications

(23 citation statements)

References 7 publications

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“…The current literature on refugee students attending higher education focuses on the role education plays in their lives, while highlighting the "cultural capital" refugees lack and how this impacts their college experience (Crea, 2016;Gateley, 2015;Kanno & Varghese, 2010;Naidoo, 2015). Bourdieu (1986) defines cultural capital as familiarity with the legitimate culture or high culture within society.…”

Section: Discussion: Questions We Should Askmentioning

confidence: 99%

Navigating the College Experience: The Human Faces of Refugees Students

Peralta¹

2020

JCIHE

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As the refugee population continues to increase, the Trump administration continues to slash resettlement admissions framing refugees as a security threat. Education is a fundamental human right, and it is the best avenue for self-reliance. This paper explores how refugee students conform to, and persist schooling. Using Critical Race Theory as a framework, evidence of “sticky mess” or racial inequalities (Espinoza and Harris, 1997) was shown to impact the lives of all participants. However, the strength of community cultural wealth (Yosso, 2005) assuaged the negative didactic experiences. Analysis of the dialogic semi-structured interviews that compromised the data set focused on the refugees’ lives and educational experiences in their journey to the U.S.

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Section: Discussion: Questions We Should Askmentioning

confidence: 99%

Navigating the College Experience: The Human Faces of Refugees Students

Peralta¹

2020

JCIHE

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“…One major theme identified by their research was the balance between family responsibilities and educational goals (see also Hirsch & Maylea, 2016;Naidoo, 2015). This is unsurprising given that contemporary refugees often have a migration history originating in Africa or the Middle East (Merkin & Ramadan, 2016;Schreier et al, 2010), and that individuals from these countries typically have a collectivist cultural background (i.e., cultures where members typically prioritize the needs and goals of the family and community over individual goals; see, for example, Triandis, 1988).…”

Section: Known Barriers To Participating In Tertiary Education For Refugeesmentioning

confidence: 99%

A Qualitative Exploration of the Tertiary Education Experiences of Refugee and Asylum Seekers in Australia

Sheikh

Koç

Anderson

2019

Journal of Education for Students Placed at Risk (JESPAR)

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The world currently has the highest documented level of displaced people in recorded history. This includes a large number of individuals who are spending their youth as asylum seekers or refugees, which often impedes their access to and engagement with educational pursuits. Given that education has been shown to be a fundamental factor to facilitative resettlement and acculturation for newly-arrived refugee families and individuals, continued research attempting to understand the barriers to accessing education is warranted. This study qualitatively examines the educational experiences (with a focus on access to education) of 10 refugee and asylum-seeking students in Australian tertiary education using thematic analysis on semi-structured interview data. Six themes were identified from the interviews as barriers to or facilitators in accessing education. These are: relationships, emotional well-being, logistics, knowledge, instability, and financial hardship. The findings from this study add to a limited empirical knowledge base on this topic, and improve our understanding of the experiences of accessing education for students with refugee backgrounds. This is discussed in relation to its implications for institutes and policy makers."Yeah at that time the war started … and we were like 'why do we have a new teacher?' It's because the other was killed." -Participant #9

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“…The existing literature points to the fact that access to higher education for refugees remains difficult and is a largely neglected and pressing issue worldwide that has not been thoroughly researched thus far (Goastellec, 2018b;Mangan & Winter, 2017). Moreover, quite a few contributions have focused on the situation in Australia (Hannah, 1999;Joyce, Earnest, de Mori, & Silvagni, 2010;Naidoo, 2015). Other projects target Canada (Ferede, 2010), the UK (Morrice, 2009), or the situation in refugee camps in Thailand (Zeus, 2011) or Kenya and Malawi (Crea, 2016;Crea & McFarland, 2015).…”

Section: Introductionmentioning

confidence: 99%

Refugee Students’ Access to Three European Universities: An Ethnographic Study

Sontag

2019

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The article presents an ethnographic fieldwork carried out at three universities in Switzerland, Germany, and France, and analyses how access to higher education for refugees was addressed in the three cases, how and which institutional change and activities were initiated, and by which actors. The article argues that the topic cannot be addressed in isolation but has to consider four intersecting areas: the personal biography and migratory history of the students, the asylum system, the educational system, and the funding situation. For the refugee students, the challenge is that these areas need to be taken into account simultaneously, but what is more challenging is that they are not well in tune with one another. Solutions need to take this complex—and place-specific—situation into account.

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Educating refugee-background students in Australian schools and universities

Cited by 47 publications

References 7 publications

Navigating the College Experience: The Human Faces of Refugees Students

Navigating the College Experience: The Human Faces of Refugees Students

A Qualitative Exploration of the Tertiary Education Experiences of Refugee and Asylum Seekers in Australia

Refugee Students’ Access to Three European Universities: An Ethnographic Study

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