Black bodies, White rural spaces: disturbing practices of unbelonging for ‘refugee’ students

Edgeworth, Kathryn

doi:10.1080/17508487.2014.956133

Cited by 31 publications

(25 citation statements)

References 23 publications

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“…In a South Australian study, Every et al (2013) found that where fearful expectations are held and threatening discourses of refugees and asylum seekers are perpetuated, communities may outwardly oppose their presence. Similar findings were noted by Edgeworth (2015), who argued that communities may also quietly refuse to acknowledge refugees and asylum seekers as equal members of their society.…”

Section: Establishing Occupational Routines On Entry To the Australiasupporting

confidence: 79%

“…Refugee and asylum seekers have also been reported to be required to justify their presence in Australia (Sunderland et al, 2015), or to prove their ability to assimilate (Clark et al, 2014). Similarly, some of the studies indicated that children may also experience bullying in school (Edgeworth, 2015;Nathan et al, 2013), or misunderstandings with law enforcers (Run, 2013). According to two reports, encounters may decrease the confidence and ability people have to engage in socially oriented occupations, thereby compromising the formation of new relationships within their changed context (Burchett & Matheson, 2010;Posselt et al, 2015).…”

Section: Pursuing a Personally Meaningful Lifementioning

confidence: 99%

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Occupational Experiences of Refugees and Asylum Seekers Resettling in Australia

Mayne

Lowrie

Wilson

2016

OTJR: Occupation, Participation and Health

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The contexts into which refugees and asylum seekers resettle, particularly the socio-political context as represented through various discourses, shape their occupational opportunities, health, and well-being. This article explores current literature in regard to the contemporary Australian discursive climate, particularly in relation to the way it may shape the occupational experiences of refugees and asylum seekers. In addition, a synthesis of current research regarding the occupational experiences of refugees and asylum seekers during their period of resettlement is presented. These two topics of research, drawn from 42 articles, were thematically analyzed. Identified themes include imagined possibilities prior to arrival, establishing occupational routines on entry to the Australian community, and pursuing a personally meaningful life. The authors argue that consideration of the way in which discourse shapes the lived world, and in turn, the occupational opportunities of refugees and asylum seekers, is of key importance for those working with these marginalized groups.

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Section: Establishing Occupational Routines On Entry To the Australiasupporting

confidence: 79%

Section: Pursuing a Personally Meaningful Lifementioning

confidence: 99%

Occupational Experiences of Refugees and Asylum Seekers Resettling in Australia

Mayne

Lowrie

Wilson

2016

OTJR: Occupation, Participation and Health

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“…In contrast to previous uncertainties over threats of dispersal, domicile status, and deportation as well as living in areas of armed conflict and civil war, school attendance in a country of resettlement can bring security, containment and routine as well as being a major site for socialization of children (Edgeworth, 2014;Matthews, 2008;Sidhu & Taylor, 2009;S. Taylor & Sidhu, 2012).…”

Section: Being a Child From A Refugee Backgroundmentioning

confidence: 99%

Becoming Australian: a review of southern Sudanese students’ educational experiences

Sellars

Murphy

2017

International Journal of Inclusive Education

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This writing presents a retrospective view of the literature around meeting students' learning needs in Australian schools. It has particular reference to one particular group of students with refugee experience who have been in Australian schools for over a dozen years; students with a background of oracy from Southern Sudan. It highlights the complexities and challenges of the Australian education system in their attempts to authentically engage with the psychological and literacy needs of these students. The development of psychological health and literacy competencies are considered to be two of the most critical and complex responsibilities undertaken by education, and, in the case of these students two of the most significant when considered in relation to successful settlement, acculturation and assimilation. In presenting this literature, the bigger picture of how schools can fail, not only these particular students, but for any number of students from diverse backgrounds, becomes startlingly obvious, as do the ways in which in which the current political agenda inherent in the public education system in Australia privileges students of specific class and culture. Finally, recommendations are made regarding the development of policy and the concentration on pedagogical practices which acknowledge and respect the strengths and capabilities of this group of students with refugee experiences and of all the diverse student cohorts who are currently engaging with Australian schooling. 2 Refugees leave their home country as result of fear of persecution for reasons of race, religion, nationality, political opinion or membership of a particular social group (see http://www.unhcr.org/pages/49c3646c125.html) 3 Individuals who have fled their countries usually as a result of fear of persecution for reasons of race, religion, nationality, political opinion or membership of a particular social group and seek asylum elsewhere (see

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“…In this sense, in recording and offering data, we present compelling moments from the field that represent how we see knowledges and subjects as constituted. This privileging of some data over others is enacted with the intention of opening up regimes of truth to questioning, particularly as these truths produce inclusions and exclusions in schooling (Edgeworth, 2014). In the words of Youdell (2006), the narratives we have selected "do not contain, expose or reflect any universal truth", but they do "resonate" (p. 513).…”

Section: The Studymentioning

confidence: 99%

A pedagogy of belonging: troubling encounters with ethnic and religious difference

Edgeworth

Santoro

2015

Cambridge Journal of Education

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Understanding the construction of belonging and how unbelonging might be troubled, is critical work. For schools in many parts of the world, one of the many challenges of globalisation is the task of teaching with, and for ethnic and cultural diversity. In this paper we examine the exclusionary practices of teaching that construct ethnic and religious minority students in states of unbelonging. These practices are due, in part, to teachers' failure to really know their students. Alongside this argument, we examine discourses of belonging in rural schools that speak to possibilities for everyday place-sharing for ethnic and religious minority students. Simple and common moments of mutual recognition and understanding speak to the possibilities for belonging that are opened up in everyday relations of knowing. We consider the implications of these ideas for teachers and teacher education in what is framed as a 'pedagogy of belonging'.

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Black bodies, White rural spaces: disturbing practices of unbelonging for ‘refugee’ students

Cited by 31 publications

References 23 publications

Occupational Experiences of Refugees and Asylum Seekers Resettling in Australia

Occupational Experiences of Refugees and Asylum Seekers Resettling in Australia

Becoming Australian: a review of southern Sudanese students’ educational experiences

A pedagogy of belonging: troubling encounters with ethnic and religious difference

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