Education, Asylum and the 'Non-Citizen' Child

‘Language Background Other Than English’: a problem NAPLaN test category for Australian students of refugee background

“…Pinson, Arnot and Candappa (2010) describe a conflict between the protection of the nation state and the rights of the citizen, and a broader global commitment to human rights and the provision of asylum to those who are refugee. There is a cost in providing the services which are the human rights of all people, and that cost is sometimes perceived to be at the expense of the nation-state citizens.…”

“…The experience of highly traumatic events has been recognised as impacting on classroom learning (Pinson, Arnot and Candappa 2010), but the research also flags a risk in pathologising refugee student learning issues. Matthews (2008) and Boyden and de Berry (2004) both express concern at the lack of knowledge about the impact of trauma and that it is possible to over extend response to trauma in lieu of other essential and 'holistic' school based support services which target language need, settlement needs and school access needs (Matthews 2008).…”

Education, mobilities and migration: people, ideas and resources

“…Researching these migratory experiences is challenging, not least because poor and 'illegal' migrants are not easily identified. They may be rendered invisible formally by the state and also informally by a school system that does not want to stigmatise them (Pinson, Arnot, and Candappa 2010). 572 Editorial…”

Stories of Belonging: Ukrainian Immigrant Children's Experiences of Portugal

“…More broadly, this article contributes to the research concerned with how immigrant children and young people form and negotiate their identities and sense of belonging. Such studies illuminate the importance of the different sites and scales of belonging connected with various spheres of activity that children encounter in everyday life, including schools (Devine, 2009;Pinson et al, 2010), localities, neighbourhoods, domestic spaces and transnational networks (Valentine & Sporton, 2009;Mand, 2010;Ní Laoire et al, 2010). Taken together, such research highlights how the construction of 'home' is a fluid and evolving process interlocked with youngsters' experiences across space and time.…”

“…Crowley (p. 18) refers to the 'informal criteria of belonging', which may imply instances of exclusion that are more ambiguous than racial, ethnic, gender or class segregation or denial of legal citizenship, and, as such, are less noticeable in daily life. While schools are considered to be the key to facilitating the socialisation and inclusion of immigrant children in the new society (Suárez-Orozo & Suárez-Orozo, 2001;Adams & Kirova, 2006), they also constitute contexts within which children may experience exclusion and/or an inability to achieve belonging on an emotional level, due to a lack of respect, safety and compassion (Devine & Kelly, 2006;Mosselson, 2009;Pinson et al, 2010). The aim of this article is to explore how immigrant children discursively achieve belonging.…”