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1.
Providing refugee students with a safe and welcoming classroom environment is critical for school success but largely dependent on teachers’ knowledge, values, practices, and attitudes. This qualitative study juxtaposes the experience of one refugee students’ experience in the school system and one beginning teachers’ experience in working with and meeting the psychosocial and educational needs of refugee students in the classroom. Using narrative inquiry, from the perspective of a refugee student and a beginning teacher, this study identifies themes and key issues related to teaching refugee students. These experiences are compared to the current literature on refugee education to highlight the beliefs and values that teachers bring to their practice. Findings reveal that there are gaps in beginning teachers’ knowledge about who refugees are, their experiences, and how best to support them in the classroom. Some teachers also held negative attitudes and perspective of refugee students and failed to develop a nuanced perspective of diversity and multiculturalism. This study also shows how narrative inquiry, in the formal of a personal history account, can be used as tool to surface, challenge, and overcome negative stereotypes, biases, and assertions that prevent teachers from effectively supporting their students.  相似文献   

2.
This paper reports on a study into the educational experiences of a group of students who are accessing tertiary education through alternative entry programmes. There were three purposes for the study. The first was to identify why the students either did not finish school or go to university after school. The second was to explore the students' stated reasons for returning to university later in their lives. The third was to share the students' secondchance experiences in their first semester as university students. The study drew on theoretical ideas surrounding how students who reject school, or who have been rejected by school, may come to view education as unfinished business in their lives. Reconnection with education coincides with wider processes of individuals defining and redefining educational identities.  相似文献   

3.
This study examines the role of family in the college transition process for students with refugee backgrounds in New England (United States). Extant research finds that the investments immigrant and refugee families make in their children’s education are often overlooked, and that the family is sometimes seen an educational obstacle, rather than an asset. Using the framework of familial capital, with a focus on narratives of agency, this study offers a counter-story to such discourse, highlighting numerous ways that families have contributed to their children’s educational goals, decisions, and achievements. Analysis of student interviews reveals how families cultivate aspiration and resilience, remove barriers to educational success, and empower their children to serve as agents of change. These strategies and decisions represent a sustained commitment to educational access and achievement—one which must be acknowledged as part of a culturally relevant curriculum. Findings from this study have relevance for practitioners in both secondary and postsecondary settings and suggest possibilities for future research into the role of family and community in students’ educational decision-making processes.  相似文献   

4.
ABSTRACT

International interest in technical communication education is growing as more individuals gain online access worldwide. This factor means technical communication educators might find themselves developing online classes for students located in other nations. Doing so requires an understanding of aspects affecting international interactions in such educational contexts. This article examines central factors—or friction points—that technical communication instructors must understand and address to offer effective online educational experiences to globally distributed students.  相似文献   

5.

Adolescents are sexual beings, and many are sexually active. They are very often able to develop the knowledge and skills required to protect their sexual health, and to take the action required for doing so. Unfortunately, many experience barriers to accessing information through school-based sexual health education. The research outlined here represents an effort to better understand the origins of barriers which prevent young women from receiving maximally effective sexual health education in their schools in Amherst, Nova Scotia, Canada. Building upon research which the authors carried out in the context of a community development project aimed at enhancing the sexual health of young people in Amherst, the article presents the lived experiences of young women in that community as they have attempted to acquire knowledge related to this very important aspect of their lives. The research examines barriers to learning about sexual health at the levels of the curriculum, teachers, and students themselves, leading to a better understanding of the potential for positive change in these domains.  相似文献   

6.
Human capital theorists perceive of educational expansion as beneficial to individuals, corporations and national economies, while social closure theorists have claimed that inflation of credential requirements maintains traditional status inequalities. In this paper I argue that status inequalities are not only maintained by credential inflation, but also the inflation of extra‐credential experiences. As undergraduate degrees become more common, access to employment and further education opportunities increasingly depend on extra‐curricular and ‘enriching’ educational experiences. Using qualitative data from a longitudinal study of working‐class university students in Canada, I will address the mechanisms by which they have gained or were denied access to such experiences. The data suggest that working‐class students’ relative lack of financial resources and social networks are barriers to the development of extra‐credential experiences, which in turn leads to the change of educational and career plans for some.  相似文献   

7.
Here I am Now! is the title a multi-ethnic group of immigrant and refugee undergraduate students and neighboring urban Vietnamese and Cambodian refugee youth gave to their participatory photography installation. The exhibit was the culmination of undergraduate students’ participation in a series of Community Service-Learning (CSL) courses offered through CIRCLE (Center for Immigrant and Refugee Community Leadership and Empowerment) at the University of Massachusetts Amherst. While CSL has become an established educational practice at most US universities campuses, little research has been conducted viewing the educational impact of this pedagogy on diverse student populations. The majority of the scholarship focuses on the experiences of white middle-class students engaged with communities from unfamiliar and different socio-cultural, racial, ethic and economic backgrounds.

This paper examines how immigrant and refugee undergraduate students understood their participation in a creative community service-learning experience where they mentored youth from familiar and similar ethno-cultural contexts. To understand this meaning-making process I employed critical ethnographic approaches and analyzed student narratives and interviews. Through the prisms of critical pedagogy, situated learning theory, and funds of knowledge concept, I viewed the higher education context, analyzed the situation under study and developed an emerging framework for CSL pedagogy with diverse communities. These theories inform the view that culturally relevant pedagogy emphasizing peer-learning, critical thinking, artistic potential and community resources offers diverse undergraduate students alternative and creative spaces of critique and possibility in their higher education and community service-learning experiences.  相似文献   

8.
Pervasive socio‐economic differences in relation to participation in higher education in the United Kingdom are particularly prominent in the most prestigious institutions. This study provides insight into why some individuals from disadvantaged backgrounds are successful in being admitted into one of these institutions. Underpinned by phenomenology, semi‐structured interviews were carried out to examine the lived experiences of high‐achieving students from socio‐economically disadvantaged backgrounds throughout their educational trajectories from primary school to a Russell Group university. Two main themes emerged from the data: identity and educational engagement. Various sources of disadvantage associated with material hardship, socio‐cultural and interpersonal factors were strongly linked to identity and students’ perceptions of their own social status. In turn, these factors and identity‐related constructs associated with peer‐group memberships, low expectations and negative group stereotypes affected how individuals engaged with education, contributing, for instance, to their lack of active involvement at school/college and poor attendance. However, identity‐related factors were also found to influence individuals’ educational engagement positively, including their motivations for overcoming obstacles, achieving high grades and pursuing HE. The barriers and facilitators discussed by these individuals have important implications for widening access to HE and thus require further consideration.  相似文献   

9.
Post-secondary education (PSE) is an important option in the educational and employment paths of students with intellectual disabilities (ID). However, PSE for young adults with ID is not in wide use across the world. Different issues might affect the geographical spread of PSE programmes. Some of these are related to the attitudes, expectations and/or funding for those programmes. In this systematic review, the PSE experiences of different stakeholder groups (young adults with ID, their parents, PSE staff and students without a disability) were examined by reviewing findings across 22 studies that investigated PSE for students with ID. This examination encompassed attitudes and motivation to engage with PSE, as well as stakeholders’ perceived barriers and facilitators in accessing and remaining in the three PSE models (separate, inclusive and mixed). Students with ID and their parents were the stakeholder groups least represented in the available evidence. Findings suggested that most stakeholder groups reported positive experiences of PSE derived mostly from gains in social skills and independence. Several barriers to accessing PSE were reported by each group, namely physical and academic barriers by students with ID, an understanding of the PSE system by their parents, and the lack of training by PSE staff. Evidence from the present review seems to indicate that inclusive PSE models were associated with a more positive experience across stakeholder groups.  相似文献   

10.
Within the Australian context, research into schooling experiences of refugee and migrant-background students has tended to focus on developing English language proficiency with little attention given to initiatives that contribute more broadly to students’ social and educational resources. Whilst not denying the significance of English language acquisition, this paper explores strategies, implemented at one school, designed to enhance social, cultural and educational outcomes for refugee and migrant-background students. We draw on a relational view of space informed by Foucault and Lefebvre, and Fraser’s theorisation of justice, to explore the school context, connections to students’ life-worlds, moving beyond trauma and teachers as knowledge producers. Findings suggest that contextualised forms of knowing and practices can work to build connections and educational resources for refugee and migrant-background students. Where human spatiality, including as this relates to schools, produces advantages and disadvantages, we conclude in arguing for further research that incorporates the perspectives and voices of refugee and migrant-background students and their teachers.  相似文献   

11.
Language experiences and linguistic knowledge of teenage migrants can be valuable resources for their continued language learning. Yet, home languages and existing plurilingual skills are often framed as obstacles to learning that tag young migrants as at risk of school failure in the context of monolingual education systems. This article draws on a comparative education study carried out in Aotearoa New Zealand and France in 2017–2019, observing young migrants' use of their languages in classroom learning. A total of 42 secondary students from a mix of asylum-seeker, refugee, and migrant backgrounds participated, originating from 22 different countries and speaking 24 different languages. All of the students were in their first year of schooling in New Zealand or France at the time of the study. Findings draw on observations of how students made use of their existing knowledge of languages to (1) access learning in the language-of-schooling, (2) learn interactively through their home languages, and (3) navigate unfamiliar styles of teaching and learning, thus engaging with the unknown and developing behaviours for successful learning. Patterns across the cohort show that young migrants are adept at drawing on their existing language resources in learning. This suggests a re-framing of success at school as not only outcomes, but also as defined by effective learning processes that young migrants put in place. As a result, this study suggests ways that teachers can work inclusively with young migrants through their languages, to support processes of learning that could lead to better educational outcomes.  相似文献   

12.
This paper argues that whilst equitable educational pathways are integrated into educational policy discourses in Australia, there are significant gendered barriers to educational participation among members of the Sudanese refugee groups. The specific conditions of forced migration reinforce disadvantage and further limit opportunities. Cultural factors play a key role in this, as the data from this study demonstrate. Participants in this study are Sudanese refugees who arrived in Australia as part of the humanitarian programme. The paper draws upon interviews and focus group data that were collected for a larger study on the broader issue of resettlement of Sudanese refugees in Australia. This paper argues that women from refugee backgrounds are particularly at risk and face cultural and linguistic barriers in accessing educational opportunities.  相似文献   

13.
A review of research on deaf students in higher education reveals a significant body of knowledge about the barriers these students face in gaining access to information in the classroom. Much less is known about the potential solutions to these problems. In addition, there is a dearth of research on the effectiveness of such support services as interpreting, note taking, real-time captioning, and tutoring, particularly with regard to their impact on academic achievement. This article summarizes relevant research and suggests directions for educational researchers interested in enhancing academic success and the retention of deaf students in higher education programs.  相似文献   

14.

Parental involvement has been deemed one of today’s most important topics in educational spheres. Refugee parents face many challenges upon resettling in the US, impacting their engagement in the US educational system. This study explores Muslim refugee parents’ experiences with schools and the facilitators and barriers for their engagement. Semi-structured, in-depth interviews were conducted with 19 Muslim refugee parents from Syria and Iraq who resettled to the US. Facilitators of parental involvement included a welcoming and inclusive environment cultivated by educators who shared racial and ethnic similarities to refugee families. Barriers to their involvement included a lack of English language proficiency and discrimination and xenophobia instigated against their children, which caused parents to develop a level of distrust in the school staff. A major resource for educators, mental health specialists, and other stakeholders, this research augments understanding of the experiences of Muslim refugee parents and sheds light on the challenges, needs, and vulnerabilities of this understudied population.

  相似文献   

15.
ABSTRACT

South African schools experience diverse access to educational technology. Further, South African educators have limited opportunities to attend educator professional development workshops focused on technology integration. These differences can have a tremendous impact on students’ educational experiences and educators’ levels of self-efficacy toward implementing technology in their school settings. To provide further support and training opportunities to educators in South African township schools, administrators are able to partner with nongovernmental organizations and institutions of higher education. This article provides an overview of South African educational contexts and how partnerships can be formed to provide educator support to integrate educational technology in township schools.  相似文献   

16.
ABSTRACT

Online education and in particular Massive Open Online Courses (MOOCs) are often regarded as a way to solve global educational challenges. In this article, we highlight the students’ uptake of such a ‘digital solution’. Presenting initial findings from a research project in Germany, we situate our investigation in the specific context of digital educational offers for refugees, using Kiron Open Higher Education as an example. Kiron has designed an innovative academic model, with MOOCs at its core, to ease refugees’ access into higher education. Drawing from student data of 1375 Kiron students we look at students’ actual usage of the offer and the accompanying support services as well as the difficulties refugee students face while navigating online higher education. Results show, amongst others, rather low completion rates in the online courses and point to a much more nuanced picture of how students make use of the offer – putting online education as an easy, straightforward formula to the integration of disadvantaged students into question.  相似文献   

17.
Schools have the potential for significant impact on the lives of Australian students with a refugee background. Many of these young people speak at least one language other than English, have previous histories of interrupted schooling or have experienced trauma during times of displacement and forced migration. Combined with the further challenges of settling within an unfamiliar cultural frame, these students experience a range of circumstances which are not present for many of their Australian-born peers. Australian students with a refugee background have diverse skill and abilities, with many showing independence and resilience. Opportunities for academic learning and development of social capital within the school context can be enhanced with relevant pedagogy and policy which draws upon and highlights the positive individual qualities that these students exhibit. Australian school practices are shaped by both state and federal education policies, which are interpreted and applied by individual schools within their own frameworks. This review considers recent literature on the experiences of Australian students with a refugee background as they participate in schooling, with a focus on the ways in which schools provide either opportunities or barriers to engagement.  相似文献   

18.
This study addresses the educational status and needs of Syrian school-age children at Turkish public schools and the perspectives of teachers and school principals who work with Syrian refugee students. Data was collected from an ongoing qualitative interpretive case study research project using semistructured interviews with teachers and principals who worked with Syrian refugees in 2 inner-city elementary schools in Istanbul, Turkey. The findings of this study indicate that state schools provide many Syrian children with access to education that addresses the needs and challenges associated with the refugee school-age children. For example, Syrian children are thought to have rights identical to Turkish children regarding access to a free education in the Turkish public school setting, and the government has allowed Syrian students to enroll in universities without examinations or without having to show proof that they had attended universities in Syria. However, language barriers with respect to speaking and understanding Turkish must be mitigated to integrate Syrian refugees into Turkish culture. The results of the study also indicate that Syrian students are in a constant state of depression and trauma due to war and migration. Because of language-related issues and limited access to everyday necessities, Syrian children are often in need of comprehensive psychological support. Thus, this study recommends that teachers and principals participate in professional training and development programs to be able to provide psychological support to students.  相似文献   

19.
This critical case study of one, Somali Bantu male high school student illuminates the struggle for recently arrived refugees at the high school level. Few educational research studies describe how recently arrived refugee students and their families make their transition to US schools (Ngo et al. in Hmong Stud J 8:1?C35, 2007; Hones and Cha in Educating new Americans: immigrant lives and learning. Erlbaum, Mahwah, 1999; Igoa in The inner world of the immigrant child. Erlbaum, Mahwah, 1995). Studies that examine how race, county of origin, and low socio-economic status affect refugee students also are few in number. Specifically Kamya (Soc Work 42:154?C165, 1997) argues that there is a compelling need for research that investigates how racism and stereotypes of Black Americans affect the experiences of African black immigrants and refugees. Rong and Brown (Educ Urban Soc 2:247?C273, 2002) add that black newcomers students often face a triple disadvantage of being black, having limited access to educational opportunity, and being poor. These challenges are particularly relevant for high school students as they have a limited amount of time to acquire proficiency in English and content area knowledge before transitioning to post-secondary education or the work force. In order to better understand how some of these processes work for a recently arrived refugee student in an urban school district, this paper examines the educational adaptation and coping strategies of one Somali Bantu male high school student and his family to the US public school system during the 2007?C2008 school year through the lens of intersectionality.  相似文献   

20.

The concept of the 'knowledge economy' is increasingly used to underpin education policy in developed countries. In Australia, it has been applied to post-compulsory education policy, with efforts to increase retention in senior secondary education and reform of vocational education in the senior years. The article draws on two research projects with senior secondary schools. Many students (and their teachers and parents) perceived qualifications not so much as providing the knowledge considered necessary by government policy for the contemporary economy, but rather as a 'screen' used by employers to sort and select. Knowledge of opportunity structures and access to resources, while not only defined by social class, operated to create differential access to available choices in the educational market place. Despite ongoing inequality, the article argues that the hope many students expressed in relation to education can be fulfilled in practice.  相似文献   

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