Sociology of education and the wasteland of refugee education research

Pinson, Halleli; Arnot, Madeleine

doi:10.1080/01425690701253612

Cited by 84 publications

(40 citation statements)

References 4 publications

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“…This involved finding an appropriate balance between providing support for the special needs of the refugee students without 'othering' them. In addition, the espoused commitment to social justice by the schools meant that there was an expectation of acceptance of 'the stranger' (Pinson and Arnot, 2007) by all members of the school community including parents and students. Our initial observation in the Queensland context is that the Catholic education system seems to enable and foster greater diversity of school cultures and missions.…”

Section: Discussionmentioning

confidence: 99%

“…Until recently, the literature on migration has ignored the phenomenon of forced migration, and has failed to take account of the experiences of refugees as distinct from those of other migrants (Matthews, 2008;Pinson and Arnot, 2007). The particular needs of refugee students have been ignored by education policymakers and by research, which has focused on migrant and multicultural education.…”

Section: Refugee Education: Theoretical Issuesmentioning

confidence: 99%

“…Arnot and Pinson's (2005) survey of school policies and practices in the education of asylum seeker and refugee children by Local Education Authorities is notable for its holistic focus and empirical grounding. A review of models and best practice in refugee education in New Zealand (Hamilton et al, 2005) is also available, but has been criticised for its overly psychological approach (Pinson and Arnot, 2007;Matthews, 2008). …”

Section: What Is Good Practice In the Provision Of Education For Refumentioning

confidence: 99%

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Supporting refugee students in schools: what constitutes inclusive education?

Taylor

Sidhu

2012

International Journal of Inclusive Education

351

239

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The worldwide rise in numbers of refugees and asylum seekers suggests the need to examine the practices of those institutions charged with their resettlement in host countries. In this paper we investigate the role of one important institution -schooling -and its contribution to the successful resettlement of refugee children. We begin with an examination of forced migration and its links with globalisation, and the barriers to inclusion confronting refugees. A discussion of the educational challenges confronting individual refugee youth and schools is followed by case studies of four schools engaging in good practice in the provision of education for refugee youth. Using our findings and other research, we outline a model of good practice in refugee education. We conclude by discussing how educational institutions might play a more active role in facilitating transitions to citizenship for refugee youth through an inclusive approach.

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Section: Discussionmentioning

confidence: 99%

Section: Refugee Education: Theoretical Issuesmentioning

confidence: 99%

Section: What Is Good Practice In the Provision Of Education For Refumentioning

confidence: 99%

See 1 more Smart Citation

Supporting refugee students in schools: what constitutes inclusive education?

Taylor

Sidhu

2012

International Journal of Inclusive Education

351

239

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“…A broad range of interventions, including the development of safe and nurturing educational environments addressing language issues, resilience, migration, school-and teacher-effects and policy, are identified in a New Zealand-based study of best practice (Hamilton et al 2005). Problematically, its ecological approach individualises and thereby depoliticises the conflict and tension around refugee education (Pinson and Arnot 2007).…”

Section: Refugee Educationmentioning

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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“…Vědci i praktici se shodují, že školy dětem-uprchlíkům a jejich rodičům zpostředkovávají kontakt se členy místní komunity, znovu zavádí pocit normality a rutiny, nabízí bezpečné prostředí, zvyšují samostatnost žáků-uprchlíků a podporují jejich sociální, psychologický i intelektuální vývoj (Ager & Strang, 2008;Rutter 2006). I přes tento konsenzus však z výsledků mnohých výzkumů vyplývá, že vzdělávací systémy tuto svou roli ne vždy úspěšně plní (Taylor, 2008;Pinson & Arnot, 2007;Rutter, 2006;Hek, 2005). Z toho důvodu si předkládaný článek klade za cíl představit současnou situaci ve vzdělá-vání dětí-uprchlíků v České republice v porovnání se situací v Norsku a zamyslet se nad tím, které oblasti norské praxe by mohly být inspirativní i v rámci českého vzdělávacího systému.…”

Section: úVodunclassified

Vzdělávání dětí-uprchlíků: podpora nabízená základními školami v Norsku a v ČR

Bačáková¹

2018

Orbis Scholae

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Abstrakt: Míra podpory nabízená dětem-uprchlíkům školami v Norsku a České republice se výrazně liší. Zatímco jazyková výuka dětí-uprchlíků je jednou z priorit vzdělávací politiky Norska, Česká republika tento základní princip nedodržuje, přestože je legislativně garantován. Kvalifikace pedagogů pro práci s dětmi-uprchlíky zůstává jedním z hlavních nedostatků českého školského systému v souvislosti se vzděláváním této skupiny dětí. Příčiny představených rozdílů zahrnují oblasti ekonomie, sociální historie, ale také převažujících národních hodnot. Přestože Norsko je jednou z nejbohatších zemí světa s dlouhodobými zkušenostmi s integrací cizinců, což je její velkou výhodou v porovnání s Českou republikou, vykazuje také vysokou míru sociální citlivosti k těm nejzranitelnějším a zdůrazňuje hodnoty rovnosti, sounáležitosti a inkluze v národní politice i vzdělávací praxi. Právě tato oblast může být velkou inspirací pro české prostředí nejenom školy.Klíčová slova: děti-uprchlíci, inkluze, podpůrná opatření, Česká republika, Norsko Education of refugee children: Support offered by primary schools in Norway and in the Czech Republic Abstract: The support provided to refugee children in the Czech Republic and in Norway varies significantly. While it is one of the priorities of the educational policy in Norway to offer language training to their refugee children, the Czech Republic fails to adhere to this principle, even though it is guaranteed by the national legislation. The qualification of teachers to work with refugee children remains one of the largest shortcomings of the Czech system of education in relation to the education of this group of children. Reasons for the vast differences presented lay in the areas of economy, social history, but also in the prevailing national values. While there is no doubt that Norway is one of the wealthiest countries in the world with rich experience in immigrant integration, which gives it a great advantage compared to the Czech Republic, it also shows high social sensitivity towards the most vulnerable ones and stresses the values of equity, belonging and inclusion in all their national policies as well as educational practice. This may be indeed the greatest inspiration to the Czech environment.

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Sociology of education and the wasteland of refugee education research

Cited by 84 publications

References 4 publications

Supporting refugee students in schools: what constitutes inclusive education?

Supporting refugee students in schools: what constitutes inclusive education?

Schooling and settlement: refugee education in Australia

Vzdělávání dětí-uprchlíků: podpora nabízená základními školami v Norsku a v ČR

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