Being a Refugee: Learning and identity. A longitudinal study of refugees in the UK

Bowen, Louise

doi:10.1080/02601370.2012.641754

Cited by 6 publications

(7 citation statements)

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“…There seemed to be an assumption of a shared understanding of what belonging is vis-à-vis integration and cohesion. Some writers suggest belonging is related to acquisition of rights through being a citizen of a nation-state (Strang & Ager, 2010), and contingent on whether migrants feel included or excluded (Morrice, 2011). I was unable to find sufficient explanation of the relationship between integration and belonging.…”

Section: Belonging As a Way Of Conceptualising 'Being Integrated'mentioning

confidence: 92%

“…We had designed programmes to support them to become 'integrated' and I wanted to examine the effectiveness of our courses, as well as be able to develop future courses. I was interested in learning about the perceptions of the women themselves regarding the contested concept of integration (Morrice, 2011). My MoE1 assignment was about a proposal for research to explore migrant women's own views.…”

Section: Foundations Of Professionalismmentioning

confidence: 99%

“…Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism. American Educational Research Journal, 32(4), 716-740. https://doi.org/10.3102/00028312032004716 date accessed: 27.05.19 Morrice, L. (2011). Being a Refugee : Learning and Identity (A Longitudinal Study of Refugees in the UK).…”

Section: Referencesmentioning

confidence: 99%

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Belonging: A Study of the Relationship Between Migrant Women’s Social Interactions and Their Perception of Their Own Integration

Graham-Brown¹

2021

Educational Linguistics

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Belonging: A study of the relationship between migrant women's social interactions and their perception of their own integration. Migrant women settling in the UK face multiple barriers to integration. This qualitative study explored the experiences of six newly arrived migrant women who attended community ESOL classes (English for Speakers of Other Languages), focusing on the women's social interactions in English, the places in which social interactions took place and their sense of belonging. Belonging is defined as feeling at ease with oneself and one's surroundings (Miller, 2003). Data was gathered over one and a half years, using narrative interviews and oral diaries, and analysed using thematic and classic content analysis methods. The study concluded that women's social interactions took place in four main spheres: local community, public services, work and home. Data demonstrated that social interactions in English affected women's feelings of belonging from four aspects: material, relational, cultural and temporal. Findings indicated that social interactions supported women to build trust in people who were different to them and to learn cultural knowledge, practices and acceptable behaviours not formally taught in their ESOL sessions, which supported participants to gain access and to feel at ease in unfamiliar spheres. This study will help teachers to recognise the contribution of social interactions to their students' language development and integration; policy-makers to plan for future ESOL and integration programme development and funding; and assist organisations in designing more effective community ESOL programmes. Recommendations include for practitioners to plan for activities to support social interactions outside the classroom, to consider the importance of digital skills in enabling ESOL learners to participate in online social interactions, and a more joined-up approach with public service organisations to support staff in those roles to understand how to best support migrant clients who are learning English.

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Section: Belonging As a Way Of Conceptualising 'Being Integrated'mentioning

confidence: 92%

Section: Foundations Of Professionalismmentioning

confidence: 99%

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Belonging: A Study of the Relationship Between Migrant Women’s Social Interactions and Their Perception of Their Own Integration

Graham-Brown¹

2021

Educational Linguistics

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“…Conducting research has inherent power imbalances between the researcher and participants, especially with young people being part of the study. Research with ‘refugees raise[s] particular ethical issues’, requiring ‘particular sensitivity and reflexivity’ to ‘ensure that participants are clear about the purposes and possible uses of the research’ (Morrice, 2011, p. 14). I reflected on how I had met most of the young people participating in the research at Mountain View, where they were likely to see me as an authority figure.…”

Section: Participantsmentioning

confidence: 99%

Funds of knowledge: Towards an asset‐based approach to refugee education and family engagement in England

Câmara

2023

British Educational Res J

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This paper reports findings from a doctoral study that investigated how young refugees and their families encounter England's education system. All children have the right to education in England; however, there are no specific educational policies for young refugees' education. Their invisibility in policy makes it more challenging for them to access appropriate support and contributes to them being portrayed through a deficit‐based lens. Due to limited school–home partnerships, educators may often be unaware that people with ‘refugee’ and ‘asylum seeker’ statuses face various barriers in and outside of school, further disadvantaging them. In this doctoral research, I drew on the concept of funds of knowledge (FofK) to highlight young refugees' and their families' practices and knowledge(s). I conducted a critical ethnography combined with arts‐based activities to investigate young people's and their families' experiences and perspectives of education. Based on the research findings, I argue that families' FofK can be used as resources for teaching and learning and to help overcome deficit‐based views of young learners. An FofK framework may help schools establish young people's and families' expectations, understand their circumstances in England and build deeper school–home partnerships.

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“…Scholars in this review noted that the engineering field commits to being apolitical meaning that it prioritizes ways of thinking associated with its white, masculine, and elite culture; this made displaced engineers with intersecting marginalized identities a minority within a minority [9] [33] [69][70] [71], and it allowed educators of displaced engineers to ignore the impacts of politics and social issues. Displaced engineering students in this review because of accumulated advantages, domestic, white, male, upper-class students often received positive socialization over others and support structures seemed to be designed with these engineers in mind [72]; additionally, students noted that since political issues were considered separate from the technical, displacement experiences were considered irrelevant to engineering. These dynamics highlighted how the fields' cultural commitment to ostensible objectivity compounds and creates systemic disadvantages for displaced engineering students.…”

Section: Identity Invisibilitymentioning

confidence: 99%

Influences on Displaced Engineering Student Professional Identity Development: A Scoping Literature Review Across Forced Migration Contexts

Webb,

Paretti

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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is a master's and Ph.D. student in sustainable land development (civil engineering) and engineering education, respectively, at Virginia Tech. She graduated with her mechanical engineering degree from Rice University and worked for ExxonMobil as a subsea engineer and as a high school STEM teacher in a Houston charter school before starting grad school. Her research interests include supporting the needs of displaced engineering students, understanding the supports and barriers to educational continuity for engineers in a disaster context, and preparing engineering students interdisciplinarity to address disasters in their work. She works as a graduate research assistant for the Virginia Tech Disaster Resilience and Risk Management interdisciplinary graduate program, as well as for the VT Center for Refugee, Migrant, and Displacement Studies.

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Being a Refugee: Learning and identity. A longitudinal study of refugees in the UK

Cited by 6 publications

References 0 publications

Belonging: A Study of the Relationship Between Migrant Women’s Social Interactions and Their Perception of Their Own Integration

Belonging: A Study of the Relationship Between Migrant Women’s Social Interactions and Their Perception of Their Own Integration

Funds of knowledge: Towards an asset‐based approach to refugee education and family engagement in England

Influences on Displaced Engineering Student Professional Identity Development: A Scoping Literature Review Across Forced Migration Contexts

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