‘It felt like i was a black dot on white paper’: examining young former refugees’ experience of entering Australian high schools

Uptin, Jonnell; Wright, Jan; Harwood, Valerie

doi:10.1007/s13384-012-0082-8

Cited by 77 publications

(73 citation statements)

References 13 publications

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“…40 Six studies reported that Sudanesebackground refugee youth generally had high academic aspirations and life ambition and that this was an effective motivation for success. 13,19,28,32,36,37 Indeed, their desires to advance their education, support relatives and 8 friends left behind, and help rebuild their country were major motivators for migration and life. 19,28,32,37 Seven studies examined parental involvement in the education of refugee children.…”

Section: Individual Child and Home Environmentmentioning

confidence: 99%

“…13,19,28,32,36,37 Indeed, their desires to advance their education, support relatives and 8 friends left behind, and help rebuild their country were major motivators for migration and life. 19,28,32,37 Seven studies examined parental involvement in the education of refugee children. 9,11,12,28,31,32,37 Parental support for education was identified as a protective factor for refugee adolescents.…”

Section: Individual Child and Home Environmentmentioning

confidence: 99%

“…19,28,32,37 Seven studies examined parental involvement in the education of refugee children. 9,11,12,28,31,32,37 Parental support for education was identified as a protective factor for refugee adolescents. 28 However, although they valued education strongly, parental involvement in 10 (n = 144) 20 Mental health problems (from previous systematic reviews and meta-analysis) PTSD 11 (7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17) (n = 260) 19-54 42 (n = 3003) 42 …”

Section: Individual Child and Home Environmentmentioning

confidence: 99%

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Learning Problems in Children of Refugee Background: A Systematic Review

2016

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CONTEXT: Learning problems are common, affecting up to 1 in 10 children. Refugee children may have cumulative risk for educational disadvantage, but there is limited information on learning in this population. OBJECTIVE:To review the evidence on educational outcomes and learning problems in refugee children and to describe their major risk and resource factors. RESULTS:Thirty-four studies were included. Refugee youth had similar secondary school outcomes to their native-born peers; there were no data on preschool or primary school outcomes. There were limited prevalence data on learning problems, with single studies informing most estimates and no studies examining specific language disorders or autism spectrum disorders. Major risk factors for learning problems included parental misunderstandings about educational styles and expectations, teacher stereotyping and low expectations, bullying and racial discrimination, premigration and postmigration trauma, and forced detention. Major resource factors for success included high academic and life ambition, "gift-and-sacrifice" motivational narratives, parental involvement in education, family cohesion and supportive home environment, accurate educational assessment and grade placement, teacher understanding of linguistic and cultural heritage, culturally appropriate school transition, supportive peer relationships, and successful acculturation. LIMITATIONS:Studies are not generalizable to other cohorts. CONCLUSIONS:This review provides a summary of published prevalence estimates for learning problems in resettled refugee children, highlights key risk and resource factors, and identifies gaps in research.

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Section: Individual Child and Home Environmentmentioning

confidence: 99%

Section: Individual Child and Home Environmentmentioning

confidence: 99%

Section: Individual Child and Home Environmentmentioning

confidence: 99%

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Learning Problems in Children of Refugee Background: A Systematic Review

2016

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“…This theme of disruption may continue to be reflected in their new school context whereby few likely start at the beginning of term (Strauss & Smedley, 2009, p. 4). Inconsistencies between a studentís age and their educational level have been reported elsewhere (Cassity & Gow 2005;Uptin, Wright, & Harwood, 2013). Such inconsistencies may arise as a result of multiple factors, not least: inability to access documentation/ loss of documentation in transit; long transit times with increased likelihood of incorrect documentation (Mace, Mulheron, Jones, & Cherian, 2014, p. 990).…”

Section: Methodology ñ Themes Arising Employment: Educational Barriersmentioning

confidence: 94%

Seeking Refuge: Implications when Integrating Refugee and Asylum Seeker Students into a Mainstream Australian School

Wiseman¹,

O’Gorman²

2017

Discourse and Communication for Sustainable Education

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This article describes one schoolís response to the inclusion and education of refugee and asylum seeker students within a mainstream educational setting. Australian government statistics released on 31 March 2016 stated that there were presently 50 children being held on Nauru, 17 children held in detention on the mainland and 317 children held in community detention on the mainland (ChilOut, 2016). Refugee and asylum seeking students are subject to the impact of war and conflict; the cumulative time spent in detention may severely limit a young personís access to formal education. Whilst it is understood that children will benefit from access to education, the reality is that ìlittle appears to have been written on asylum seekersî in an educational context (Reakes, 2007, p. 94). This represents a concern when it is acknowledged that ìsustaining teachers in culturally and linguistically diverse schools has been a prominent issue for yearsî (Williams, Edwards, Kuhel, & Lim, 2016, p. 17). This article responds to the limitations of current literature by articulating considerations that would likely assist other schools seeking to establish similar inclusive frameworks. Specifically, the thematic grouping of staff observations seek to articulate the cultural considerations that likely influence the sustainability of an inclusive and liberating approach to integrative school enrolment. This paper draws on the authorsí observations and experiences in schools, the published literature and the observations of the two authors ñ specifically, drawing on their educational and therapeutic expertise. These observations are then grouped into themes outlined by Akinsulure-Smith and OíHara (2012) as key reasons for therapeutic referral, namely: employment barriers, medical challenges, language barriers, social services and legal challenges.

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“…Thus, in a contemporary Australian context, students marginalised from the white "middle class orientation of our schools" (Almond, Bishop, Hamill, Laing, & Varcin, 2007, p. 72) may find pathways to success and recognition in the school environment, but these are more likely to be through sporting or visual and performance arts (Keddie, Gowlett, M. Mills, Monk, & Renshaw, 2013;Uptin, Wright, & Harwood, 2013) than through the written word in the formal, or even semi-formal, context of a school magazine.…”

Section: School Magazinesmentioning

confidence: 99%

Gender in Secondary Students' Creative Writing: Changes in Representation Over Time

Poulsen¹

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This empirical and feminist study seeks to contribute to social change and justice. It examines student creative writing in one state school magazine in This last finding is of particular significance because although greater female representation is readily observable at the relatively simple levels of lexis and text, the concerning counterpoint of increasingly unagentic female representation is less immediately apparent. As this study shows, however, a proportional reduction in agency can be gauged and evidenced when more complex but still accessible techniques of semantic and contextual analysis are utilised. The study argues that this, in turn, has implications for teachers who wish to contribute to gender justice as they work with students and colleagues to resource, model, explain, and critique language use. In addition to its feminist and educational implications, the study's methods and findings suggest areas for future research into textual representations in many other social justice contexts.

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‘It felt like i was a black dot on white paper’: examining young former refugees’ experience of entering Australian high schools

Cited by 77 publications

References 13 publications

Learning Problems in Children of Refugee Background: A Systematic Review

Learning Problems in Children of Refugee Background: A Systematic Review

Seeking Refuge: Implications when Integrating Refugee and Asylum Seeker Students into a Mainstream Australian School

Gender in Secondary Students' Creative Writing: Changes in Representation Over Time

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