Negotiating ‘Community’ in Educational Settings: Adult South Sudanese Students in Australia

Understanding and Overcoming Barriers: Learning Experiences of Undergraduate Sudanese Students at an Australian University

“…This finding is consistent with other research where some students focus on the extrinsic motivating factors of studying such as obtaining a degree or obtaining a specific occupation (Murphy & Roopchand, 2003). The focus on extrinsic motivation is also congruent with other studies involving Sudanese refugees who report on education as a means of improving their socioeconomic status or enhancing their social status (Affolter & Allaf, 2014;Turner & Fozdar, 2010).…”

“…However, in discussing the reasons for their choice of courses of study, most students stated that they wished to help in the community both within Australia as well as in Sudan by being a youth worker, a nurse, or town planner. Previous research also supports the Sudanese students' sentiments that part of their motivation to study was to assist their communities (Affolter & Allaf, 2014;Turner & Fozdar, 2010). The influence of migrant parents may also be a factor for the Sudanese students.…”

“…The researchers observed student-teacher and student-student interactions in the classroom and found that many students did not seek assistance when extra classes/tutorial sessions were offered because they believed these classes were not beneficial. Furthermore, although students sought teachers' advice on personal issues, they were less likely to ask for help with academic work (Turner & Fozdar, 2010). The authors concluded that building a trusting relationship was effective in communicating with and assisting Sudanese students.…”

“…These cultural factors contribute to several challenges Sudanese students face when studying in Australia. Australian studies identified key factors affecting Sudanese students' learning: social disruption in Sudan following years of civil conflict; the predominantly oral culture with no written script in some formal languages; and limited or interrupted formal schooling (Burgoyne & Hull, 2007;Naidoo, 2009;Sainsbury & Renzaho, 2011;Turner & Fozdar, 2010). Burgoyne and Hull (2007) examined secondary school teachers' perceptions of the needs of Sudanese learners using Indigenous Australian school students' learning needs as a point of comparison.…”

“…Along similar lines, Turner and Fozdar (2010) conducted an ethnographic study of 40 adult Sudanese learners in three different Australian learning environments to explore their sense of belonging to, and negotiation of, these environments. The researchers observed student-teacher and student-student interactions in the classroom and found that many students did not seek assistance when extra classes/tutorial sessions were offered because they believed these classes were not beneficial.…”