Finding education: Stories of how young former refugees constituted strategic identities in order to access school

Uptin, Jonnell; Wright, Jan; Harwood, Valerie

doi:10.1080/13613324.2014.885428

Cited by 34 publications

(21 citation statements)

References 23 publications

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“…In addition to classroom-level challenges, the education system in Australia is yet to address the challenges associated with how these students are perceived. For instance, Uptin et al (2016) state that the system "quickly relabel[s] young former refugees with deficit terms rather than opening up a discourse to include the intricate complexities of each refugee experience" (p. 598). In other words, the difficult life experiences emerging from being uprooted from their home countries follow these students to their resettlement countries.…”

Section: Why African Students With a Refugee Background?mentioning

confidence: 99%

Educational resilience and experiences of African students with a refugee background in Australian tertiary education

Mupenzi¹

2018

ARAS

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Section: Why African Students With a Refugee Background?mentioning

confidence: 99%

Educational resilience and experiences of African students with a refugee background in Australian tertiary education

Mupenzi¹

2018

ARAS

View full text Add to dashboard Cite

“…Not receiving quality education if any, prior to arrival and not finding meaningful employment after arrival (Beadle, 2014;Olliff, 2010b;Uptin et al, 2014) are among the most important issues facing youth with refugee backgrounds, and if addressed properly (for instance by responding with appropriate and relevant career counselling), may be helpful in reducing the impact of other challenges.…”

Section: Adolescents With Refugee Backgrounds In Australiamentioning

confidence: 98%

Youth with refugee backgrounds in Australia: Contextual and practical considerations for career counsellors

Abkhezr

McMahon

2015

Australian Journal of Career Development

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Youth with refugee backgrounds face challenges in their journey towards successful integration in Australia. Some challenges relate to macro-level changes occurring in the world of work and some to their transition from an agrarian or industrial society to a post-industrial Western country. Addressing the future career development of youth with refugee backgrounds may lead to improved integration outcomes. As career counselling has its roots in social justice, assisting those from refugee backgrounds to integrate into Australian society is an important task for career counsellors. However, career counsellors need to respond with caution and sensitivity as many models and theories have been criticised for not responding to multicultural and contextual issues concerning diverse populations. This article outlines some of the challenges faced by youth with refugee backgrounds in Australia, considers possible relevant approaches for career counselling and proposes suggestions for career counsellors.

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“…On the other hand, there is a body of literature concerned with the educational situation of refugees in the "global North" (countries of resettlement or asylumseeking). While some authors claim that refugee education in these countries of arrival is still under-researched (Uptin et al, 2016), there has been an increase in research on the topic lately, with a focus on access to education and the quality thereof (Christie and Sidhu, 2006;Dennis, 2002;Kirk and Cassity, 2007;Schwaiger and Neumann, 2014;Walker, 2011;Woods, 2009), including language acquisition (Koyama, 2013;Woods, 2009), inclusive education (Taylor and Sidhu, 2012), and the influence of education on the settlement process (Hek, 2005b;Matthews, 2008). However, this research is mostly concerned with young refugees in general (both accompanied and unaccompanied) and rarely focuses on the specific situation of UAMs.…”

Section: Education For Refugeesmentioning

confidence: 99%

Unaccompanied minor asylum seekers – processes of subject formation and feelings of belonging in the context of educational experiences in Switzerland

Bitzi

Landolt

2017

Geogr. Helv.

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Abstract. This article addresses unaccompanied minor asylum seekers' (UAMs) educational experiences in Switzerland. Drawing on ethnographic research we explore what it means for UAMs to get an education and how having access or not having access to particular forms and spaces of education plays a part in the process of their subject formations. We get insights into such processes in diverse spaces of education and in phases of transition between them. We point out how educational arrangements can produce feelings of belonging and non-belonging and highlight that these feelings are entangled with life experiences and the responsibilities of UAMs in their daily lives in Switzerland. We argue that although at first glance the category "unaccompanied minor asylum seeker" seems to dominate and determine the formation of a possible educational subject and feelings of belonging for UAMs, the subject formation and feelings of belonging in the highly regulated field of UAMs' education are far more complex and fluid. To capture this complexity, we draw on geographies of education and understand spaces of education as connected to other spaces as UAMs' learning and educational processes are entangled with the demands of their everyday lives.

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Finding education: Stories of how young former refugees constituted strategic identities in order to access school

Cited by 34 publications

References 23 publications

Educational resilience and experiences of African students with a refugee background in Australian tertiary education

Educational resilience and experiences of African students with a refugee background in Australian tertiary education

Youth with refugee backgrounds in Australia: Contextual and practical considerations for career counsellors

Unaccompanied minor asylum seekers – processes of subject formation and feelings of belonging in the context of educational experiences in Switzerland

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