Navigating the secondary-tertiary education border: refugee-background students in Southern Aotearoa New Zealand

Anderson, Vivienne; Mostolizadeh, Sayedali; Oranje, Jo; Fraser-Smith, Amber; Crampton, Emma

doi:10.1080/02671522.2021.1961300

Cited by 3 publications

(4 citation statements)

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“…Of course, we recognise that acting as though teachers, students, or schools are part of a monolithic culture contributes to a problematic discourse "that is at once authoritative and impossible" (Britzman, 2003, p. 71). The many dimensions of diversity that our schools contain and comprise is not explored here, though it is elsewhere (e.g., lisahunter et al, 2015;Qi et al, 2023;Anderson et al, 2023). However, while accepting the risks of generalising, we wonder if teaching and teacher education are positioned and discussed in ways that invite current and potential members of the profession to see themselves and their colleagues as transformative intellectuals.…”

Section: Discussionmentioning

confidence: 98%

Hope, engaged pedagogy, and educating teachers as transformative intellectuals

Rubin,

Virtue

2023

tandc

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In this commentary article, the authors discuss the significance of conceptualising teacher education as critical, intellectual work both for student teachers and the educators who support their professional learning. As former classroom teachers and current researchers and teacher educators, the authors position the current socio-political landscape in Aotearoa New Zealand as concerning for the field of education, but also recognise that in moments of upheaval there are opportunities for hope and change. Rather than allowing shrinking resources to narrow our scope, we believe it is a significant moment to assert a belief that all students in Aotearoa deserve to be taught by engaged, transformative educators.

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Section: Discussionmentioning

confidence: 98%

Hope, engaged pedagogy, and educating teachers as transformative intellectuals

Rubin,

Virtue

2023

tandc

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“…Research on the development experiences of refugee background youth in Aotearoa is scarce, particularly research that privileges their voices (Deane et al, 2019). Research on refugee-background youth in Aotearoa tends to focus on educational settings, especially school and university and focuses on formal educational pathways (Anderson et al, 2021;Changemakers Refugee Forum et al, 2011;Gao & Reid, 2017;Horner et al, 2006;Willette, 2020) rather than more holistic youth development outcomes (James, 2013;Sampson et al, 2016).…”

Section: Gaps In Literaturementioning

confidence: 99%

“…In their research with refugee-background high school students in Dunedin and Invercargill, Anderson et al, (2021) also identified them to display self-motivation, determination, a strong work ethic and a focus on achieving goals. Some activity providers interviewed noted that many refugee-background youth were inquisitive and very keen to fully immerse themselves in the opportunities available to them.…”

Section: Personal Attributesmentioning

confidence: 99%

“…PYD models fail to acknowledge the assets refugee-background youth often possess, including well developed personal characteristics (Anderson et al, 2021), supportive and connected families (Deng & Marlowe, 2013;James, 2013;Stuart, 2014), cohesive cultural communities (Deng & Marlowe, 2013;James, 2013) and a strong connection to a faith (Stuart, 2014). These assets provide emotional support, opportunities to express care and contribute to others, and encourage behaviours which help youth thrive.…”

Section: Implications Of the Findings For Current Pyd Theory And Modelsmentioning

confidence: 99%

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Enhancing the development of refugee-background youth in Aotearoa New Zealand through non-formal education

King¹

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Globally, non-formal education (NFE) plays an important role in youth development. However, while universal approaches to youth development are well researched, there is little research on what influences positive youth development (PYD) for refugee-background youth and how NFE can be adapted to address the inequities experienced by refugee-background youth. In Aotearoa New Zealand, refugee-background youth currently lack equitable access to NFE which supports youth development on an individual level, and which can also build wider societal understanding and empathy across boundaries of class, race, migration status and religion. To address this gap, this project worked within a transformative epistemology infused with Appreciative Inquiry (AI) to ask:1. What key factors influence positive youth development for refugee-background youth? 2. What key factors lead to positive youth development for refugee-background youth through non-formal education? 3. How might non-formal education be adapted to enable greater positive youth development outcomes for refugee-background youth? Using a qualitative methodology, I carried out semi-structured interviews with five refugee-background youth or former refugee-background youth and 20 NFE providers, of whom three were former refugees. Through thematic analysis of their reflections, the key factors influencing PYD for refugee-background youth were identified to be a sense of belonging, everyday citizenship, and equitable access to opportunities to participate. NFE also provided refugee-background youth with valuable opportunities to form connections with people, and with the land, culture and history of Aotearoa, to build confidence and to have fun. From this analysis, the research contributes to development practice by developing a PYD model for refugee-background youth, guidelines for NFE providers, and areas for further research.

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