Case Study Methods

Hamel, Jacques; Dufour, Stéphane; Fortin, Dominic

doi:10.4135/9781412983587

Cited by 415 publications

(311 citation statements)

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“…The article closes by highlighting to theoretical directions necessary to advance understandings of refugee education. Case study methodology is used to bring into focus the object of study, namely the micro social unit of 'refugee experience' and the conditions through which it is constructed (Hamel et al 1993). …”

Section: Methodsmentioning

confidence: 99%

Schooling and settlement: refugee education in Australia

Matthews

2008

International Studies in Sociology of Education

214

138

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Schools are a stabilising feature in the unsettled lives of refugee students. They provide safe spaces for new encounters, interactions and learning opportunities. They also deliver literacy, the key to educational success, post-school options, life choices, social participation and settlement. Currently Australian schools are poorly funded and illequipped to provide effective English as a Second Language teaching and support. A new cohort of refugee students mainly from Africa and the Middle East are struggling. This article discusses the importance of educational interventions that keep in mind both the immediacy of 'what is happening now' and broader post-colonial conditions. It identifies the limits of piecemeal partnership interventions and the domination of psychological approaches that individualise the issues and overemphasise pre-displacement conditions of trauma. Such approaches disregard the socio-political conditions of post-displacement and issues of racialisation, acculturation and resilience. The article argues for good practice approaches to schooling and settlement that involve whole-school accounting for organisational processes and structures, policy, procedure, pedagogy and curricula.Keywords: refugee students; refugee education; racialisation; acculturation; resilience IntroductionThe new cohort of refugee students in Australian high schools are mainly from Africa and the Middle East and comprise a distinct, conspicuous and complex minority. 1 In the early 1990s refugees mainly came from the Middle East and former Yugoslavia and in the 1980s from Asia and Latin America. The education of African and Middle Eastern refugee students is of concern for two reasons: first because we know little about the historical and cultural backgrounds of new refugees and the effects of pre-and post-displacement factors such as interrupted schooling, lack of literacy in mother tongue, trauma, torture, migrant status and reception, racialisation, acculturation and resilience; and, second, because English as a Second language (ESL) instruction and support are currently under-funded and poorly resourced.Forced migration and the experience of migrants from African and the Middle East have not provided the grounding for theories of schooling and settlement. In Australia theoretical understandings are predominantly based on the experience of European and Asian migrants. Teachers and students are unfamiliar with the historical and political circumstances of intra-national conflict and forced migration in these regions, as well as ethnic and cultural differences:

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Section: Methodsmentioning

confidence: 99%

Schooling and settlement: refugee education in Australia

Matthews

2008

International Studies in Sociology of Education

214

138

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“…Por su parte, los estudios de casos, que suelen centrarse en presentar casos ejemplares ('buenas prácticas'), o al contrario, en casos que muestran los efectos negativos de la regeneración urbana (principalmente, respecto al fenómeno de la gentrificación 3 ), pero sin ofrecer una visión comparativa que permita generalizar sus resultados. En todo caso, este acercamiento metodológico puede resultar idóneo para comprobar si una explicación previamente formulada y/o analizada se produce también -o no-en otros contextos donde no se ha aplicado con anterioridad, o bien para indagar en profundidad procesos que pueden dar lugar a la formulación de explicaciones que pueden analizarse y comprobarse en otros casos (Hamel, J., 1993). En estas dos estrategias una posible mejora es aumentar el número de casos/informantes para garantizar que existe cierto volumen y variedad entre ellos que permita realizar ciertas comparaciones (Smelser, N.J., 1982).…”

Section: ¿Por Qué Comparar áReas Experimentales Y Equivalentes? La Seunclassified

La Evaluación de las Políticas de Regeneración Urbana. Propuesta Metodológica para la Delimitación de Áreas Experimentales y Equivalentes

Betanzos-Martín¹,

Echaves-García²,

Moya-Alfonso³

et al. 2018

REA

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“…The terms 'case study', 'case study method' and 'case method' appear to be used interchangeably in the literature (Hamel et al 1993, Yin 2009). However, it is clear that CSR focuses on specific situations, providing a description of individual or multiple cases.…”

Section: Definitionmentioning

confidence: 99%

“…Research that takes place in the workplace requires a sufficiently flexible approach from the outset, one that takes into account the possibility Student experience of different events unfolding when data is being collected (Hamel et al 1993). Nevertheless, the case study protocol remains in effect when collecting data: the data has to be collected in the same way, the same tools used, the same format and introductions used in interviews, and same format applied to documents.…”

Section: Clear Pathway Seen For Data Analysismentioning

confidence: 99%

Using case study research as a rigorous form of inquiry

Cronin

2014

Nurse Researcher

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Case Study Methods

Cited by 415 publications

References 0 publications

Schooling and settlement: refugee education in Australia

Schooling and settlement: refugee education in Australia

La Evaluación de las Políticas de Regeneración Urbana. Propuesta Metodológica para la Delimitación de Áreas Experimentales y Equivalentes

Using case study research as a rigorous form of inquiry

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