A Social Survey on Refugees in and Around Vienna in Fall 2015: Methodological Approach and Field Observations

Kohlenberger, Judith; Buber‐Ennser, Isabella; Rengs, Bernhard; Zalak, Zakarya Al

doi:10.1093/rsq/hdx012

Cited by 13 publications

(5 citation statements)

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“…Being forced into a new country of residence often equals being forced into either a poorly paid auxiliary job or a series of further time-consuming and intense academic training programmes. With reference to Buber-Ennser et al (2016) and Kohlenberger et al (2017), this challenge applies not only to internationally trained teachers, but to all internationally educated academics. This points to the need to address broader underlying socio-political questions related to acclaiming or even welcoming transnational qualifications.…”

Section: Discussion Of Findings and Conclusionmentioning

confidence: 99%

‘First and foremost, we are teachers, not refugees’: Requalification measures for internationally trained teachers affected by forced migration

Proyer

Pellech

Obermayr

et al. 2021

European Educational Research Journal

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This article looks deeper into the educational careers and barriers faced by internationally trained teachers with refugee backgrounds. Highly skilled teachers experience among others formal barriers due to the two-subject regime in Austria. This study analyses the barriers and measures that disable or enable the re-qualification of internationally trained teachers who wish to continue their profession in Austria. Guided by a participatory approach laid out by Von Unger in 2014, this study taps into the needs of teaching professionals with refugee backgrounds and led to the development and implementation of a course. The course was compiled to provide educational knowledge as well as pedagogical training. Even though the completed subject of internationally trained teachers was recognised (apart from courses concerning didactics), the fulfilment of regular teacher training in Austria is seen as a conditio sine qua non. Hence, teachers with a different formal-educational background, irrespective of professional expertise, are seen as lacking education and/or skills. Considering that there is no worldwide consensus regarding the content and structure of teacher education, the implication of a lack of skills as well as the need for bridging programmes will be critically discussed from the participants’ perspectives. This article offers insight into the transcultural implications of professionalism.

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Section: Discussion Of Findings and Conclusionmentioning

confidence: 99%

‘First and foremost, we are teachers, not refugees’: Requalification measures for internationally trained teachers affected by forced migration

Proyer

Pellech

Obermayr

et al. 2021

European Educational Research Journal

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“…Oversampling and innovative sampling 5 , 9 and recruitment methods 125 can improve response rates. 77 , 125 , 126 , 127 Digital technologies, like videos and audio materials in different languages, along with online interpreting services, can help with informed consent and increase trust and response rates.…”

Section: Strategies To Advance Evidence Policy and Practicementioning

confidence: 99%

Integration of migrant and refugee data in health information systems in Europe: advancing evidence, policy and practice

Bozorgmehr,

McKee,

Azzopardi-Muscat

et al. 2023

The Lancet Regional Health - Europe

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“…The training should have also included resources to which assistants could direct participants if sensitive information was disclosed during the group interviews (Clark-Kazak 2017). Although the interview template did not include discussions of sensitive topics, it would have been prudent to provide tools for assistants to respond appropriately if sensitive information was shared (Kohlenberger et al 2017) and to reassure and guide participants as necessary.…”

Section: General Observations and Comments On Data Collectionmentioning

confidence: 99%

“Do I Have to Sign My Real Name?” Ethical and Methodological Challenges in Multilingual Research with Adult SLIFE Learning French as a Second Language

2022

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In 2017, Quebec’s Auditor General reported several major issues regarding government-funded French as a second language (FSL) courses, especially those intended for adult students with limited or interrupted formal education (SLIFE). To this day, no official framework or program exists for this specific population, a situation that the government of Quebec wishes to resolve. Our research team was thereby mandated by the Ministry of Immigration to conduct a large-scale multilingual study with the objective of gaining a better understanding of the realities and needs of the various stakeholders involved in low-literate FSL classes. We met 42 teachers, 24 French learning center directors, and 10 pedagogical advisors in individual interviews; we also led 107 group interviews with SLIFE in 26 languages, allowing us to meet 464 adult SLIFE enrolled in low-literate FSL classes from 11 regions of the province of Quebec, most of them being refugees. This article reports on the decision-making process in which we engaged to overcome the ethical and methodological challenges we faced at various stages of the data collection with SLIFE participants: recruitment, informed consent, confidentiality, interview protocol design, instrument piloting, data collection, and data translation and transcription. To make informed decisions, we had to turn to literature outside SLA (i.e., refugee research and translation/interpreting literature) for guidance. In this article we discuss the limitations and contributions of our research to guide researchers who will conduct studies with similar non-academic samples/populations.

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A Social Survey on Refugees in and Around Vienna in Fall 2015: Methodological Approach and Field Observations

Cited by 13 publications

References 0 publications

‘First and foremost, we are teachers, not refugees’: Requalification measures for internationally trained teachers affected by forced migration

‘First and foremost, we are teachers, not refugees’: Requalification measures for internationally trained teachers affected by forced migration

Integration of migrant and refugee data in health information systems in Europe: advancing evidence, policy and practice

“Do I Have to Sign My Real Name?” Ethical and Methodological Challenges in Multilingual Research with Adult SLIFE Learning French as a Second Language

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