Reflections on COVID-19 and impacts on equitable participation: the case of culturally and linguistically diverse migrant and/or refugee (CALDM/R) students in Australian higher education

Mupenzi, Alfred; Mude, William; Baker, Sally

doi:10.1080/07294360.2020.1824991

Cited by 44 publications

(33 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Concerns have also been raised that border closures may increase smuggling of migrants ( Sarrica et al, 2020 ). COVID-19 may meanwhile pose a barrier to integration for migrants and refugees ( Falkenhain et al, 2020 ), for example due to the suspension and modification of resettlement schemes ( Brickhill-Atkinson and Hauck, 2020 , Rush, 2020 ), and education programmes ( Brickhill-Atkinson and Hauck, 2020 , Primdahl et al, 2020 , Mupenzi et al, 2020 , OECD 2020 , Silverman et al, 2020 ). Migrants who are particularly vulnerable may be disproportionality affected by the negative social impact of lockdown ( Zero and Geary, 2020 , Sabri et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

Clinical outcomes and risk factors for COVID-19 among migrant populations in high-income countries: A systematic review

Hayward

Deal

Cheng

et al. 2021

Journal of Migration and Health

251

228

View full text Add to dashboard Cite

Section: Resultsmentioning

confidence: 99%

Clinical outcomes and risk factors for COVID-19 among migrant populations in high-income countries: A systematic review

Hayward

Deal

Cheng

et al. 2021

Journal of Migration and Health

251

228

View full text Add to dashboard Cite

“…Home based learning can create problems due to noise and distraction (Top Hat, 2020). As well, students can encounter difficulties with Wi-Fi connectivity (Mupenzi et al, 2020). In fact, numerous studies have documented negative outcomes of remote learning for post-secondary students (e.g., Hagedorn et al, 2021).…”

Section: All Students Struggledmentioning

confidence: 99%

Digital Tools Faculty Expected Students to Use During the COVID-19 Pandemic in 2021: Problems and Solutions for Future Hybrid and Blended Courses

Fichten

Havel

Wileman

et al. 2021

JETS

View full text Add to dashboard Cite

Covid-19 resulted in a pivot to remote teaching and learning in most North American colleges and universities. All of a sudden faculty expected students to use a variety of digital technologies. Here we report on the technologies post-secondary students had to use and on the problems experienced by students with and without disabilities (e.g., mobility and visual impairments, attention deficit hyperactivity disorder, mental health related disabilities). In a sample of 24 post-secondary students, we found a series of problems related to: software and platform issues; connectivity; how professors managed their courses; classmates’ computer behaviors; and equipment issues. We also learned about several beneficial practices and ways to avoid problems that can be retained for future hybrid and blended courses. By giving a voice to post-secondary students our research can inform policies and practices to create a more resilient and inclusive society.

show abstract

“…Challenges for culturally and linguistically diverse migrant and/or refugee (CALDM/R) adolescents extend to the Australian higher education context, as identified by Mupenzi et al (2020) in their investigation of the impacts of COVID-19. They found that inaccessibility of vital infrastructure for online learning, unavailability of familiar and trusted support services, and inability to form and sustain academic and social networks inhibited the engagement of CALDM/R adolescents with learning.…”

Section: Educational Experiences Of Adolescent Refugeesmentioning

confidence: 99%

Views of Adolescent Bhutanese Refugees on Home Learning During School Shutdown Across the Period of COVID-19

et al. 2021

View full text Add to dashboard Cite

The coronavirus (COVID-19) pandemic is now a global crisis, resulting in the intermittent closure of many schools, worldwide. The school closures are believed to have affected adolescents’ education, particularly for vulnerable adolescents including those from a refugee-background. The study explores the home learning experiences of adolescent Bhutanese refugees in Tasmania, Australia and draws on social capital theory to interpret findings. Interviews with adolescent Bhutanese refugees revealed four overarching themes: disengagement from learning, the experience of isolation, the complexity of family relationships and motivation through relationships. This article makes an important practical and theoretical contribution to home learning through challenging Putnam’s binary distinction between bonding and bridging and suggesting alternative conceptualisations based on the role of bonding in the creation of bridging social capital. These findings have potential implications for the development of mitigation measures to support refugee-background students under extraordinary circumstances.

show abstract

Reflections on COVID-19 and impacts on equitable participation: the case of culturally and linguistically diverse migrant and/or refugee (CALDM/R) students in Australian higher education

Cited by 44 publications

References 7 publications

Clinical outcomes and risk factors for COVID-19 among migrant populations in high-income countries: A systematic review

Clinical outcomes and risk factors for COVID-19 among migrant populations in high-income countries: A systematic review

Digital Tools Faculty Expected Students to Use During the COVID-19 Pandemic in 2021: Problems and Solutions for Future Hybrid and Blended Courses

Views of Adolescent Bhutanese Refugees on Home Learning During School Shutdown Across the Period of COVID-19

Contact Info

Product

Resources

About