Relevant bibliographies by topics / Refugees Education Australia

Academic literature on the topic 'Refugees Education Australia'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Refugees Education Australia"

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Maadad, Nina, and Manube Yilmaz. "Educational Policies and Schooling for Arabic Speaking Refugee Children in Australia and Turkey." Australian Journal of Teacher Education 46, no. 11 (November 2021): 18–36. http://dx.doi.org/10.14221/ajte.2021v46n11.2.

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This paper aims to compare refugee settlement and education policies between two geographically and culturally distinct nations, Australia and Turkey. Due to its geographical position in the Middle East, Turkey now hosts millions of refugees especially following the outbreak of the Syrian civil war in 2011. Australia also has a long history of hosting and supporting refugees from many countries and the Arabic-speaking nations are no exception. Conducting a comparative historical analysis, this study aims to fill the gap in our knowledge about the education policies and practices of both countries. Based on the expectations and needs of refugee students, it emerges that new policy practices and approaches backed by adequate academic and financial resources are required in both countries.
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Wong, Carrie K., Carolynne White, Bwe Thay, and Annie-Claude M. Lassemillante. "Living a Healthy Life in Australia: Exploring Influences on Health for Refugees from Myanmar." International Journal of Environmental Research and Public Health 17, no. 1 (December 23, 2019): 121. http://dx.doi.org/10.3390/ijerph17010121.

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Background: Humanitarian migrants from Myanmar represent a significant refugee group in Australia; however, knowledge of their health needs and priorities is limited. This study aims to explore the meaning and influencers of health from the perspectives of refugees from Myanmar. Method: Using a community-based participatory research (CBPR) design, a partnership was formed between the researchers, Myanmar community leaders and other service providers to inform study design. A total of 27 participants were recruited from a government-funded English language program. Data were collected using a short demographic survey and four focus groups, and were analysed using descriptive statistics and thematic analysis methods. Results: Key themes identified included: (1) health according to the perspectives of Australian settled refugees from Myanmar, (2) social connections and what it means to be part of community, (3) work as a key influence on health, and (4) education and its links with work and health. Conclusions: This study outlined the inter-relationships between health, social connections, work and education from the perspectives of refugees from Myanmar. It also outlined how people from Myanmar who are of a refugee background possess strengths that can be used to manage the various health challenges they face in their new environment.
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Spratling, Harrison James. "TOWARDS THE WHOLE-SCHOOL APPROACH: THE CHANGING NATURE OF “BEST PRACTICE” FOR REFUGEE EDUCATION IN AUSTRALIA." International Journal of Educational Best Practices 6, no. 1 (April 29, 2022): 68. http://dx.doi.org/10.31258/ijebp.v6n1.p68-97.

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Since 2000, the dynamics and demographics of refugee education in Australia have changed constantly. Meanwhile, academic literature on refugee education continues to explore best practice approaches in various contexts. While these realities continue to shift, it is important to analyze any changes in what Australian literature considers best practice for refugee education. To analyze such changes, this study conducts a qualitative content analysis of academic literature published in Australia since 2000 and draws out various themes of best practice. It then analyses studies chronologically to detect change in the concept of best practice for holistic refugee education over time. The goal of holistic education is suitable for refugee students who often have extremely complex learning needs, and as such it forms the basis for what this study considers “best practice” education should strive to achieve. This study reveals that current best practice for supporting refugee students in Australia includes whole-school approaches to inclusivity, study and mental health supports, and community and family engagement. Additionally, professional training and appropriate pedagogical approaches, especially relating to literacy and supplemented by adequate resources, are vital to successful refugee education. It also reveals that since 2012, academic literature has places more emphasis on staff professional development, inclusivity, advocacy and the positive framing of refugees, and the whole-school approach to refugee education, whilst placing less emphasis on links between schools, families and refugee communities, as well as mental health and study supports for refugee students. Literature on the importance of pedagogy has remained constant since 2000.
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Lumley, Mia, Mary Katsikitis, and Dixie Statham. "Depression, Anxiety, and Acculturative Stress Among Resettled Bhutanese Refugees in Australia." Journal of Cross-Cultural Psychology 49, no. 8 (July 17, 2018): 1269–82. http://dx.doi.org/10.1177/0022022118786458.

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Despite awareness of the difficulties faced by refugees in flight, little is known about their mental health following resettlement. This article investigated rates, predictors, and moderators of anxiety, depression, and acculturative stress among members of the resettled Bhutanese refugee community in northern Queensland. A total of 148 participants (51% male), 18 to 83 years of age, participated in this cross-sectional study. A questionnaire was comprised of bilingual (English–Nepali) versions of the Depression, Anxiety, and Stress Scale (DASS-21; anxiety and depression), the Multidimensional Acculturative Stress Scale (MASS; acculturative stress), Brief-COPE (coping style), Multidimensional Scale of Perceived Social Support (MSPSS; social support), and socio-demographics. Participants reported severe levels of anxiety and moderate levels of depression, and moderate to high levels of acculturative stress. Acculturative stress was a substantive contributor to both depression and anxiety scores. Additional risk factors included the use of maladaptive/avoidant coping styles, age, and education. English language proficiency was strongly protective, as was education to Year 12 and current employment. This research is the first of its kind with this refugee group in Australia, and highlights the longevity and severity of mental health issues that affect Bhutanese refugees resettled in Australia.
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Peters, Lisa, Sharon L. Bourke, Janet A. Green, Elianna Johnson, Ligi Anish, and Linda K. Jones. "Understanding the healthcare needs of Sudanese refugee women settling in Australia." Clinical Nursing Studies 8, no. 2 (June 16, 2020): 40. http://dx.doi.org/10.5430/cns.v8n2p40.

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Objective: Explore the healthcare needs of Sudanese refugee women settling in Australia.Background: Refugees from Sudan are the fastest growing community in Australia. Nurses who care for people from the Sudan will be required to be familiar with the needs of this emerging community and offer culturally competent and safe care.Methods: Integrative review of the literature.Results: Sudan is one of the countries in Africa where the practice of female genital mutilation (FGM), cutting or circumcision is considered a social norm. This is a deeply rooted traditional cultural practice that is still prevalent in many developing countries. Healthcare professionals in Australia are ill equipped to care for women and children who have undergone this procedure. This paper explores the Sudanese refugee community in Shepparton, Victoria to explore the nursing considerations caring for women affected by FGM within the Australian health care context.Conclusions: There is a need for more education in undergraduate, postgraduate and continuing professional education on the healthcare needs of women who have undergone female genital mutilation in order to provide appropriate care and support for these women.
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Hirani, Kajal, Sarah Cherian, Raewyn Mutch, and Donald N. Payne. "Identification of health risk behaviours among adolescent refugees resettling in Western Australia." Archives of Disease in Childhood 103, no. 3 (October 24, 2017): 240–46. http://dx.doi.org/10.1136/archdischild-2017-313451.

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ObjectiveAdolescent refugees encounter traumatic stressors and are at risk of developing psychosocial health problems; limited research data exist internationally. This study aims to identify health risk behaviours among adolescent refugees resettling in Western Australia and assess the feasibility of using a standardised adolescent health questionnaire for this purpose.DesignRefugees aged 12 years and above attending a tertiary Refugee Health Service (RHS) were recruited over 12 months. Sociodemographic data were collected. Psychosocial assessments based on the ‘Home, Education/Eating, Activities, Drugs, Sexuality, Suicide/mental health’ (HEADSS) framework were undertaken utilising interpreters where required. Health concerns identified were managed through the RHS.ResultsA total of 122 adolescents (20 ethnicities) participated; 65% required interpreters. Median age (range) was 14 (12–17) years. Most (80%) had nuclear family separation. Almost half (49%) had a deceased/missing family member. A third (37%) had lived in refugee camps and 20% had experienced closed detention. The median time (range) since arrival in Australia was 11 (2–86) months. Every adolescent had at least one health concern identified during the psychosocial assessment. Frequency of health concerns identified in each domain were 87% for home, 66% for education, 23% for eating, 93% for activities, 5% for drugs, 88% for sexuality and 61% for suicide/mental health. Most adolescents (75%) required intervention, consisting of counselling for health risk behaviours and/or referral to health or community services.ConclusionIt is feasible to use a standardised adolescent health questionnaire to identify health risk behaviours among a cohort of ethnically diverse adolescent refugees. Use of the questionnaire identified a large burden of psychosocial health issues requiring multidisciplinary intervention.
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Rezaei, Omid, Hossein Adibi, and Vicki Banham. "Integration Experiences of Former Afghan Refugees in Australia: What Challenges Still Remain after Becoming Citizens?" International Journal of Environmental Research and Public Health 18, no. 19 (October 8, 2021): 10559. http://dx.doi.org/10.3390/ijerph181910559.

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This paper explores, analyses, and documents the experiences of Afghan-Australians who arrived in Australia as refugees and were granted citizenship after living in Australia for several years. This research adopted a mixed method of qualitative and quantitative approaches and surveyed 102 people, interviewed 13 participants, and conducted two focus-groups within its research design. Analysis of data indicates that former Afghan refugees gradually settled down and integrated within Australian society. They value safety and security, open democracy and orderly society of Australia, as well as accessing to education and healthcare services and opportunity for social mobility. However, since the integration is a long process, they are also facing some challenges in this area. Findings of this study show that Afghan-Australians require more support from Australian governments to overcome some of these challenges particularly securing employment within their area of interests and professional occupations that they have qualifications and experiences from Afghanistan. They are also experiencing broader challenges in the area of socio-cultural issues within Australian society. Since the Afghan community is an emerging community in Western Australia, they require more support from local government to enhance their ethnic cohesion and solidarity.
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Khoo, Siew-Ean. "Correlates of Welfare Dependency among Immigrants in Australia." International Migration Review 28, no. 1 (March 1994): 68–92. http://dx.doi.org/10.1177/019791839402800104.

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This article examines the role of a number of factors, including migration category, birthplace, period of arrival, age, gender, educational background and employment status, in explaining immigrants’ dependence on government pensions and benefits. Significant differences in welfare dependency were observed by birthplace and migration category even after controlling for age, education and employment status. Immigrants from Vietnam, Lebanon and Turkey were more likely than others to be dependent on welfare. Refugees were also more likely than other immigrants to be dependent on welfare; however the effect of refugee status on welfare dependency diminished with duration of residence in Australia.
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Finney Lamb, Cathryn E., Cecily Michaels, and Anna Klinken Whelan. "Refugees and oral health: lessons learned from stories of Hazara refugees." Australian Health Review 33, no. 4 (2009): 618. http://dx.doi.org/10.1071/ah090618.

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Australia is one of a few countries with a resettlement program for refugees. The organisation and provision of health services for refugees pose challenges to health service managers and service providers. Some groups have experienced severe trauma and, in the case of Hazara refugees, years of persecution and displacement. This qualitative study gained access to Hazara refugees in order to gain an understanding of their oral health experiences and to seek participant views on factors that impacted on their oral health status. All participants had poor oral health status, multiple tooth extractions, and had placed a low priority on their oral health. They had experienced violence and traumatic events associated with war and looting. Participants reported that they had limited access to dental practitioners and oral education; lived for extended periods with oral pain and untreated oral problems; and treated oral pain with traditional pain remedies and tooth extractions. Service providers need to consider that elements of the refugee experience may affect health-seeking behavior and adherence to treatment.
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Smith, Laura, Ha Hoang, Tamara Reynish, Kim McLeod, Chona Hannah, Stuart Auckland, Shameran Slewa-Younan, and Jonathan Mond. "Factors Shaping the Lived Experience of Resettlement for Former Refugees in Regional Australia." International Journal of Environmental Research and Public Health 17, no. 2 (January 13, 2020): 501. http://dx.doi.org/10.3390/ijerph17020501.

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Refugees experience traumatic life events with impacts amplified in regional and rural areas due to barriers accessing services. This study examined the factors influencing the lived experience of resettlement for former refugees in regional Launceston, Australia, including environmental, social, and health-related factors. Qualitative interviews and focus groups were conducted with adult and youth community members from Burma, Bhutan, Sierra Leone, Afghanistan, Iran, and Sudan, and essential service providers (n = 31). Thematic analysis revealed four factors as primarily influencing resettlement: English language proficiency; employment, education and housing environments and opportunities; health status and service access; and broader social factors and experiences. Participants suggested strategies to overcome barriers associated with these factors and improve overall quality of life throughout resettlement. These included flexible English language program delivery and employment support, including industry-specific language courses; the provision of interpreters; community events fostering cultural sharing, inclusivity and promoting well-being; and routine inclusion of nondiscriminatory, culturally sensitive, trauma-informed practices throughout a former refugee’s environment, including within education, employment, housing and service settings.
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Dissertations / Theses on the topic "Refugees Education Australia"

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Stevens, Christine Audrey. ""New life in the freedom country" : young Cambodians in Adelaide." Title page, contents and abstract only, 1990. http://hdl.handle.net/2440/19370.

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Edries, Ahdielah. "Student and teacher-identified attitudes and needs at the Australian Islamic College." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1903.

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The Australian Islamic College is a co-educational Islamic Independent school with three campuses in Metropolitan Perth which cater for migrant students from war-torn countries and others with culturally and linguistically, diverse backgrounds. The purpose of this study was to identify the strengths and interests of Islamic students, across eight of Gardner’s intelligence domains, as perceived by the students, and to explore student and teacher attitudes and perceptions of current school practices, so that the College could better meet the needs of these students. This study is important for the Islamic Colleges because it is hoped that the study will lead to the provision of opportunities for students to increase their confidence, self-esteem and motivation, and to achieve better in academic and non-academic areas. Data relating to the research questions were collected from three sources: (1) a survey on Student Self-Views (eight scales) (N=321); (2) Teacher Guttman Scaling questionnaires (three scales) and open-ended responses (N=32); and (3) student Focus Group Interviews (N=4X=32). The student survey data were analysed using the Rasch Unidimensional Measurement Model computer program (RUMM 2020) to create eight linear, unidimensional scales measuring Student Self-Views for the Interpersonal, Intrapersonal, English, Mathematics, Art, Music, Sport and Drama domains. The Teacher Guttman scales measured perceptions of: (1) Priority Activities Providing Links to the Western Culture; (2) General Types of Resources Needed; and (3) School Needs for Professional Areas. The following valid inferences were drawn from the linear scales: (i) female students do not have statistically significantly higher mean measures for Interpersonal and Intrapersonal Self-Views than male students, (ii) males have statistically significantly higher Mathematical and Sports Self-Views than females; and (iii) females have significantly higher English, Art, Music, and Drama Self- Concept than males. Findings from the student interviews and teacher surveys have direct implications for staff; that is, teachers need to adapt their pedagogy to suit the multiple student needs in their classrooms, and take on a more active role in their students’ emotional well-being by enhancing the current pastoral care to include positive relations with the students’ parents. Staff should have consistent positive reinforcement and behaviour management strategies in their classrooms, collaborative learning needs to be introduced in subjects that are content-laden, and practical, ‘hands-on’ activities need to be increased in their classrooms. The findings from the interviews and open-ended responses suggest that there is a need for the Principal to foster inclusion of shared philosophies across the entire school community (parents, teachers, students and Islamic leaders), and to review
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Hayes, Ali. "“Here, there is the opportunity to choose a different path.” Cultural identity, supportive networks and higher education participation of refugee-background students in Australia." Thesis, Hayes, Ali (2021) “Here, there is the opportunity to choose a different path.” Cultural identity, supportive networks and higher education participation of refugee-background students in Australia. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/63500/.

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With his theories on habitus and social and cultural capital, Bourdieu posited a relationship between an individual’s social origin and their educational achievements. Therefore, this thesis uses Bourdieu’s theory of practice as a lens to understand the way discrimination, cultural identity and family and institutional supports influence the access of higher education of people from a refugee background. Facilitating the integration of refugees and asylum seekers in societies of resettlement is very important as countries are confronted with continued global refugee crises. While many people from a refugee background hold qualifications which are not recognised in Australia and do not possess the social capital required to confer them with upward social mobility, this thesis began with the assumption that people from a refugee background are disadvantaged in attaining a higher education in Australia. This thesis also uses Elias’ concept of figurations to better understand the social relationships of people from a refugee background and how it influences their access to higher education. Bourdieu’s and Elias’ social theories are used as lenses to analyse interview data with the aim of addressing these questions. The qualitative research methods used in this thesis found that cultural identity has a varied influence on the access that refugee-background people have to higher education in Australia; the existing supports provided by universities are generic but helpful; and discrimination has a marginal effect of causing some refugee-background people to feel ambivalent towards higher education and feel concerned about being subjected to popular or institutional discrimination. The findings complement existing research by identifying the social and cultural factors which influence the access that refugee-background people have to Australian higher education. In-depth interviews were conducted with twenty participants in Western Australia who all come from a refugee background. The gender of participants were 55% (11) females and 45% (9) males. The largest proportion of participants came from Somalia (30%), Afghanistan (20%), South Sudan (15%) and Iraq (15%). Most participants (85%) were enrolled in a university program or had completed a university degree in Australia. This thesis aims to build on existing literature by focusing on the influence of discrimination, cultural identity and support on the higher educational aspirations and experiences of people from a refugee background. This thesis complements existing literature in finding that individuals from a refugee background are not necessarily disadvantaged in gaining a higher education despite their seemingly incompatible habitus, and social and cultural capital.
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Azordegan, Jennifer M. "School-family relationships in diverse Australia: A sociological case study of the connections between a school community and parents from an Afghan refugee background." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/136522/1/Jennifer_Azordegan_Thesis.pdf.

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This theory-led case study investigated how a Queensland primary school is engaging parents from an Afghan refugee background. Employing sociologist Pierre Bourdieu's comprehensive approach to researching social fields, this research draws from interviews with school staff and parents to explore how parent engagement was approached and perceived by the participants, and how it was influenced by external forces. This study sheds light on the complexities of forging effective school-family relationships in increasingly diverse societies. Amongst the study's contributions are a 4-pillared ethical approach to cross-cultural research and a new sociological template for equitable parent engagement in culturally diverse schools.
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Deng, Santino Atem. "Fitting the Jigsaw: South Sudanese Family Dynamics and Parenting Practices in Australia." Thesis, 2016. https://vuir.vu.edu.au/33260/.

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This study examines South Sudanese-Australian parenting practices in the resettlement context from the perspective of both parents and youth. It locates their experiences in the cultures, which inform their parenting, in the changes in their families, and in the challenges they face because of these changes. This thesis has created opportunities for South Sudanese participants to narrate their stories and perspectives, which are essential in exploring cultural changes in societies with strong oral communication traditions. The study seeks to develop a nuanced understanding of South Sudanese experiences of parenting and being parented in South Sudan, and how these differ to their parenting practices in Australia. Through increased cross-cultural knowledge, awareness and understanding, policymakers and service providers can offer improved family support.
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Harris, Anne. "Cross-marked : Sudanese-Australian young women talk education." Thesis, 2010. https://vuir.vu.edu.au/15544/.

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This thesis draws upon the various knowledges of Sudanese students from refugee backgrounds, and upon the principles of critical pedagogy. Cross-Marked critiques current educational practices which marginalise, exclude and objectify those who are emerging from refugee pasts; seeks to re-frame refugeity as a state of being rather than a fixed identity; and foregrounds ways in which all ethnographic and pedagogical collaborators can share in an evolving criticality, using multiple and creative methodologies and contexts. The seven films (six co-participant films and my own reflexive film) and exegesis which comprise Cross-Marked comment on the complexities of the performance of identity for both the researcher and her co-participants. Taken together, the films and the exegesis seek to offer new methods and an evocative depiction of how to move further toward an engagement with 21st century intercultural collaboration, both inside and outside of the classroom.
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Olagookun, Olalekan. "Negotiating Identity and Belonging for Young African Australians." Thesis, 2018. https://vuir.vu.edu.au/37840/.

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This study investigates subjectivity, identity negotiation and the construction of social belonging for a small group of African Australians young adults. Homi Bhabha’s (1994, 2012) theoretical conceptions of hybridity and interstitial space and Barad’s (2007, 2014) concepts of diffraction and entanglement have been employed in this thesis to examine how five young people articulate their sense of belonging in Australia. The study comprises eight chapters and it is divided into three sections. The first section is composed of an introduction, a description of the positioning of the study and the review of the literature. The second section is the central part of the study, which emphasises the study setting and incorporates the methodological justification of social constructivism and interpretivism. The third and final section focuses on the theoretical framework, analytic thinking and the conclusion of the study. Finally, the investigation of subjectivity and identity negotiation suggest an on-going individual and collective reconstruction through which connection is established and social belonging is negotiated in Australia.
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Books on the topic "Refugees Education Australia"

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Miralles-Lombardo, Beatriz. Creating learning spaces for refugees: The role of multicultural organisations in Australia. Adelaide: NCVER, 2008.

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Crock, Mary. Creating new futures: Settling children and youth from refugee backgrounds. Annandale, NSW: Federation Press, 2015.

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Andressen, Curtis A. Educational refugees: Malaysian students in Australia. Clayton, Vic: Centre of Southeast Asian Studies, Monash University, 1993.

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A last resort?: National inquiry into children in immigration detention. Sydney, NSW: Human Rights and Equal Opportunity Commission, 2004.

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Balfour, Michael, Bruce Burton, Julie Dunn, and Penny Bundy. Resettlement: Drama, Refugees and Resilience. Bloomsbury Publishing Plc, 2016.

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Maadad, Nina. Syrian Refugee Children in Australia and Sweden. Taylor & Francis Group, 2019.

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Maadad, Nina. Syrian Refugee Children in Australia and Sweden. Taylor & Francis Group, 2019.

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Maadad, Nina. Syrian Refugee Children in Australia and Sweden: Education and Survival among the Displaced, Dispossessed and Disrupted. Taylor & Francis Group, 2019.

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Maadad, Nina. Syrian Refugee Children in Australia and Sweden: Education and Survival among the Displaced, Dispossessed and Disrupted. Taylor & Francis Group, 2019.

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Maadad, Nina. Syrian Refugee Children in Australia and Sweden: Education and Survival among the Displaced, Dispossessed and Disrupted. Taylor & Francis Group, 2019.

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Book chapters on the topic "Refugees Education Australia"

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Maadad, Nina, and I. Gusti Ngurah Darmawan. "Arabic-speaking refugees in Australia." In The Education of Arabic Speaking Refugee Children and Young Adults, 13–20. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003110637-2.

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Olagookun, Olalekan, and Julie White. "Including Students from Refugee Backgrounds in Australian Schools." In Inclusive Education, 95–105. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-866-2_7.

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Hiorth, Amanda, and Paul Molyneux. "8. Bridges and Barriers: Karen Refugee-background Students’ Transition to High School in Australia." In Educating Refugee-background Students, edited by Shawna Shapiro and Raichle Farrelly, 125–43. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781783099986-013.

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Koirala, Subhash. "Refugee Settlement in Australia and the Challenges for Integration." In What is Next in Educational Research?, 119–29. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-524-1_12.

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Koirala, Subhash, and David Kember. "Bhutanese refugees' perspectives on the meaning of integration into Australian society." In Identities, Practices and Education of Evolving Multicultural Families in Asia-Pacific, 49–67. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003173724-5.

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Hawkey, Alexandra J., Jane M. Ussher, and Janette Perz. "“I Treat My Daughters Not Like My Mother Treated Me”: Migrant and Refugee Women’s Constructions and Experiences of Menarche and Menstruation." In The Palgrave Handbook of Critical Menstruation Studies, 99–113. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_10.

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Abstract Hawkey, Ussher, and Perz bring attention to the constructions and experiences of menarche and menstruation from the perspective of migrant and refugee women resettled in Australia and Canada. The authors describe how the positioning of menstruation as shameful, polluting, and something to be concealed has implications for girls’ and women’s embodied experiences, as well as for their level of knowledge about menstruation at menarche. They demonstrate how migrant and refugee women variably adopted, adapted, and questioned cultural practices and how this impacted their engagement with their daughters, showing women’s negotiation or navigation of differing cultural contexts following migration. By identifying the women’s experiences, the authors highlight details that are essential to deliver culturally appropriate medical practice, health promotion, and health education.
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Naidoo, Loshini, Jane Wilkinson, Misty Adoniou, and Kip Langat. "School to University Transitions for Australian Children of Refugee Background: A Complex Journey." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 81–103. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6476-0_6.

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Maadad, Nina. "Policies and education for refugees in Australia." In Syrian Refugee Children in Australia and Sweden, 45–69. Routledge, 2019. http://dx.doi.org/10.4324/9780429316197-4.

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Maadad, Nina. "Policies and education for refugees in Sweden." In Syrian Refugee Children in Australia and Sweden, 70–85. Routledge, 2019. http://dx.doi.org/10.4324/9780429316197-5.

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Mupenzi, Alfred. "Navigating the Australian Education System Refugees and New Arrivals." In Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students, 265–87. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8921-2.ch014.

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The chapter highlights students' initial contacts with the Australian formal education system, the deficit logic that underpins underachievement, and provides a discourse around what can be done to make the Australian education landscape more inclusive and accommodating to refugees and new arrivals. The author employs a storytelling/narrative approach that focuses on three research participants to explore factors that enable students to successfully navigate the Australian education system. The discussion explores themes drawn from the narratives of participants and are supported by scholarly research. In addition to the participants' narratives, the author provides an insider's narrative with a strong emphasis on the view that ‘no one can tell the lived experience of refugees and new arrivals in Australia more accurately than themselves'. Narratives about lived experiences of refugees have frequently been told in the third person because many of the studies that were carried out used methodologies that kept participants passive rather than active.
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Conference papers on the topic "Refugees Education Australia"

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Shariati, Saeed, Jocelyn Armarego, and Fay Sudweeks. "The Impact of e-Skills on the Settlement of Iranian Refugees in Australia." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3684.

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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: The research investigates the impact of Information and Communication Technologies (ICT) on Iranian refugees’ settlement in Australia. Background: The study identifies the issues of settlement, such as language, cultural and social differences. Methodology: The Multi-Sited Ethnography (MSE), which is a qualitative methodology, has been used with a thematic analysis drawing on a series of semi-structured interviews with two groups of participants (51 Iranian refugees and 55 people with a role in assisting refugees). Contribution: The research findings may enable the creation of a model for use by the Australian Government with Iranian refugees. Findings: The findings show the vital role ICT play in refugees’ ongoing day-to-day life towards settlement. Recommendations for Practitioners: The results from this paper could be generalised to other groups of refugees in Australia and also could be used for Iranian refugees in other countries. Recommendation for Researchers: Researchers may use a similar study for refugees of different backgrounds in Australia and around the world. Impact on Society: ICT may assist refugees to become less isolated, less marginalized and part of mainstream society. Future Research: Future research could look into the digital divide between refugees in Australia and main stream Australians.
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Sullivan, Anna. "Insights From a Critical Policy Analysis of the Field of Refugee Education in Australia." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436461.

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3

Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
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