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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Clark, Alice, Andrew Gilbert, Deepa Rao, and Lorraine Kerr. "‘Excuse me, do any of you ladies speak English?’ Perspectives of refugee women living in South Australia: barriers to accessing primary health care and achieving the Quality Use of Medicines." Australian Journal of Primary Health 20, no. 1 (2014): 92. http://dx.doi.org/10.1071/py11118.
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Reforms to the Australian health system aim to ensure that services are accessible, clinically and culturally appropriate, timely and affordable. During the reform consultation process there were urgent calls from stakeholders to specifically consider the health needs of the thousands of refugees who settle here each year, but little is known about what is needed from the refugee perspective. Access to health services is a basic requirement of achieving the quality use of medicines, as outlined in Australia’s National Medicines Policy. This study aimed to identify the barriers to accessing primary health care services and explore medicine-related issues as experienced by refugee women in South Australia. Thirty-six women participated in focus groups with accredited and community interpreters and participants were from Sudan, Burundi, Congo, Burma, Afghanistan and Bhutan who spoke English (as a second language), Chin, Matu, Dari and Nepali. The main barrier to accessing primary health care and understanding GPs and pharmacists was not being able to speak or comprehend English. Interpreter services were used inconsistently or not at all. To implement the health reforms and achieve the quality use of medicines, refugees, support organisations, GPs, pharmacists and their staff require education, training and support.
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Watkins, Paula G., Husna Razee, and Juliet Richters. "‘I'm Telling You … The Language Barrier is the Most, the Biggest Challenge’: Barriers to Education among Karen Refugee Women in Australia." Australian Journal of Education 56, no. 2 (August 2012): 126–41. http://dx.doi.org/10.1177/000494411205600203.
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This article examines factors influencing English language education, participation and achievement among Karen refugee women in Australia. Data were drawn from ethnographic observations and interviews with 67 participants between 2009 and 2011, collected as part of a larger qualitative study exploring the well-being of Karen refugee women in Sydney. Participants unanimously described difficulty with English language proficiency and communication as the ‘number one’ problem affecting their well-being. Gendered, cultural and socio-political factors act as barriers to education. We argue that greater sensitivity to refugees' backgrounds, culture and gender is necessary in education. Research is needed into the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities. Training is needed to sensitise educators to the complex issues of refugee resettlement. The paper concludes with recommendations for service provision and policy.
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Mudwari, Nabaraj, Kim Beasy, Carol Murphy, and Monica Cuskelly. "Views of Adolescent Bhutanese Refugees on Home Learning During School Shutdown Across the Period of COVID-19." Journal of Ethnic and Cultural Studies 8, no. 4 (October 10, 2021): 286. http://dx.doi.org/10.29333/ejecs/828.
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The coronavirus (COVID-19) pandemic is now a global crisis, resulting in the intermittent closure of many schools, worldwide. The school closures are believed to have affected adolescents’ education, particularly for vulnerable adolescents including those from a refugee-background. The study explores the home learning experiences of adolescent Bhutanese refugees in Tasmania, Australia and draws on social capital theory to interpret findings. Interviews with adolescent Bhutanese refugees revealed four overarching themes: disengagement from learning, the experience of isolation, the complexity of family relationships and motivation through relationships. This article makes an important practical and theoretical contribution to home learning through challenging Putnam’s binary distinction between bonding and bridging and suggesting alternative conceptualisations based on the role of bonding in the creation of bridging social capital. These findings have potential implications for the development of mitigation measures to support refugee-background students under extraordinary circumstances.
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Palmer, Glen. "Resilience in Child Refugees: An Historical Study." Australasian Journal of Early Childhood 25, no. 3 (September 2000): 39–45. http://dx.doi.org/10.1177/183693910002500308.
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Research on unaccompanied refugee and evacuee children who came to Australia in the late 1930s and early ‘40s sheds light on parenting and caregiving practices which may support children in times of unexpected stress and trauma, and which may help protect them against the lifelong disabling effects such experiences can have. This lifespan retrospective study revealed that, while many children experienced short-term psychosomatic responses to the stress and trauma of separation, war, and persecution, there was a vast difference in effects over the longer term. Factors which may have contributed to this disparity are explored in this paper.
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Miller, Catherine. "Displacement, language maintenance and identity: Sudanese refugees in Australia." Journal of Multilingual and Multicultural Development 37, no. 4 (January 6, 2016): 437–38. http://dx.doi.org/10.1080/01434632.2015.1108017.
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Colic-Peisker, Val, and Farida Tilbury. "Being black in Australia: a case study of intergroup relations." Race & Class 49, no. 4 (April 2008): 38–56. http://dx.doi.org/10.1177/0306396808089286.
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This article presents a case study in Australia's race relations, focusing on tensions between urban Aborigines and recently resettled African refugees, particularly among young people. Both of these groups are of low socio-economic status and are highly visible in the context of a predominantly white Australia. The relationship between them, it is argued, reflects the history of strained race relations in modern Australia and a growing antipathy to multiculturalism. Specific reasons for the tensions between the two populations are suggested, in particular, perceptions of competition for material (housing, welfare, education) and symbolic (position in a racial hierarchy) resources. Finally, it is argued that the phenomenon is deeply embedded in class and race issues, rather than simply in youth violence.
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Ziaian, Tahereh, Emily Miller, Helena de Anstiss, Teresa Puvimanasinghe, Maureen Dollard, Adrian Esterman, Helen Barrie, and Tamara Stewart-Jones. "Refugee Youth and Transition to Further Education, Training, and Employment in Australia: Protocol for a Mixed Methods Study." JMIR Research Protocols 8, no. 7 (July 31, 2019): e12632. http://dx.doi.org/10.2196/12632.
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Background Young people with refugee experiences are widely acknowledged as encountering multiple disadvantages that affect their school completion and retention, university entry, and subsequent employment. This paper discusses the rationale for and protocol of a mixed methods investigation focusing on improving education and employment outcomes among refugee background youth aged 15 to 24 years from three focus regions: the Middle East (Afghanistan, Iran, Iraq, Syria), South Asia (Nepal, Bhutan, Myanmar/Burma, Pakistan) and Africa (Sudan, South Sudan, Liberia, Ethiopia, Somalia, DR Congo). Objective The rationale of the project is to identify the facilitators and barriers to successful transition from school to further education and employment; investigate participant awareness of support systems available when faced with education and employment difficulties; redress the disadvantages encountered by refugee background youth; and bridge the gap between research, policy, and practice in relation to social inclusion and participation. Methods The study involves collecting survey data from 600 youth followed by individual interviews with a subset of 60 youth, their parents/primary caregivers, and their teachers. A cross-sectional survey will assess facilitators and barriers to successful transition from school to further education and employment. Individual interviews will provide context-rich data on key issues relevant to education and employment outcomes. Results The study began in 2016 and is due for completion by the end of 2019. The quantitative survey has been conducted with 635 participants and was closed in March 2019. The qualitative interview stage is ongoing, and the current total in April 2019 is 93 participants including educators, youth, and family members of the youth. Analysis and presentation of results will be available in 2020. Some preliminary findings will be available during the late half of 2019. Conclusions This project will contribute new and unique insights to knowledge in relation to key factors influencing education and employment outcomes among refugee youth. This research will enable effective planning for the needs of some of Australia’s most disadvantaged and marginalized young people, leading to a sustainable improvement in the education and employability of young refugees. International Registered Report Identifier (IRRID) DERR1-10.2196/12632
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Drummond, Peter D., Ayse Mizan, Katie Brocx, and Bernadette Wright. "Using Peer Education to Increase Sexual Health Knowledge Among West African Refugees in Western Australia." Health Care for Women International 32, no. 3 (February 18, 2011): 190–205. http://dx.doi.org/10.1080/07399332.2010.529215.
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Bulbeck, Chilla. "The ‘white worrier’ in South Australia." Journal of Sociology 40, no. 4 (December 2004): 341–61. http://dx.doi.org/10.1177/1440783304048379.
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In his analysis of ‘paranoid nationalism’, Hage (2003: xii, 2) coins the figure of the ‘white worrier’ to identify how white Australians marginalized by the inequalities of economic rationalism and globalization displace their anxieties onto even weaker ‘others’, Aboriginal people and migrants, particularly refugees. Hage’s ideas are applied to the discourses used by young South Australians when they discuss Australian multiculturalism, immigration and reconciliation. Hage’s suggestion that white worrying is the response of the white working class male to his economic and ideological marginalization is only partially supported in this sample of young people. While those from non-English speaking and Indigenous backgrounds are much less likely to be ‘paranoid nationalists’, fear and loathing of the other are expressed across the socio-economic spectrum of young ‘white’ Australians, with exposure to a university education, either on the part of respondents or their parents, being the main antidote to hostile attitudes to the ‘other’.
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Gitau, Lydia, Gail Kenning, Sophie Burgess, Jill Bennett, Volker Kuchelmeister, Melissa Neidorf, and Natasha Ginnivan. "Pre-Engagement as Method: An EmbodiMapTM VR Experience to Explore Lived Experience of People from South Sudanese Refugee Background." International Journal of Qualitative Methods 21 (January 2022): 160940692211231. http://dx.doi.org/10.1177/16094069221123167.
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This paper discusses the use of pre-engagement as a method to introduce EmbodiMap, a Virtual Reality (VR) tool to a group of South Sudanese refugees in Sydney, Australia. The aim of the pre-engagment is to understand how currently available support for the mental and emotional wellbeing of the refugee population can be further supported through psychosocial engagements using purposefully developed tools. The EmbodiMap tool and experience, developed by the felt Experience and Empathy Lab (fEEL) at UNSW Sydney, is a creative approach that potentially offers a transformative experience as participants virtually reach into their bodies and draw or register their immediate or persisting feelings, sensations and emotions. As an arts-based approach, EmbodiMap provides an innovative alternative to approaches that rely heavily on words, thus helping amplify the participants’ self-expression. Pre-engagement is used as a psychosocial engagement method, allowing for a small group of participants to experience EmbodiMap first-hand and engage ‘hands on’ with the technology before providing insights into how the tool may be adapted, developed, or codesigned further to facilitate a meaningful experience for use with the broader community. The pre-engagement with a small group of South Sudanese community members revealed scope for further engagement with the broader community, while adapting to the needs and issues identified.
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Goh, Hench, James Leong, Adam Haris Othman, Yee Ching Kho, and Chung Yin Wong. "A Proposal for Malaysia’s Asylum Act." Asian Journal of Law and Policy 1, no. 1 (July 28, 2021): 63–81. http://dx.doi.org/10.33093/ajlp.2021.4.
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Asylum is granted to people in search for international protection from persecution or serious harm in their own country. The right to asylum for refugees in Malaysia is far from realization and in dire need of a practical solution. Due to the lack of a proper enactment of Asylum Act, asylum seekers are to deal with denial of basic rights. Asylum seekers are also denied of education and healthcare due to high cost since these are not provided by the government. This article discusses the need for a proper enactment of Asylum Act in Malaysia in relation to the rising numbers of asylum seekers and refugees in the country. In this research, a comparative analysis between Malaysia’s existing laws dealing with asylum and the law of Australia, United Kingdom, Indonesia, and European Union was carried out. It was found that these countries have developed their legal framework for asylum considerably and could legally accommodate the influx of refugees into their respective countries, in contrast to Malaysia’s increasingly poor management of the refugees and asylum-seekers. The study suggests the possibility for the adoption of recommended legal principles from those countries into the proposed Malaysian Asylum Act.
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Brooker, Abi, and Lydia Woodyatt. "2019 Special Issue: Psychological Wellbeing and Distress in Higher Education." Student Success 10, no. 3 (December 16, 2019): i—vi. http://dx.doi.org/10.5204/ssj.v10i3.1419.
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Many universities around the world have now initiated wellbeing strategies that encompass psychological wellbeing. These resources can be leveraged for change to better support students. Associate Professor Lydia Woodyatt from Flinders University, Adelaide and Dr Abi Brooker from the University of Melbourne are guest editors for this very special issue which includes a collection of articles from scholars and practitioners in Australia, Canada, the US, UK and Germany addressing student (and staff) psychological wellbeing in higher education. Broadly, articles discuss the scope of mental wellbeing and psychological distress, identify specific cohorts (including international students and refugees), profile targeted means of support (via the curriculum, the co-curriculum and strategic policy and planning initiatives) and also identify the need for ‘psychological literacy’ via leadership.
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Drummond, Peter D., Ayse Mizan, and Bernadette Wright. "HIV/AIDS knowledge and attitudes among West African immigrant women in Western Australia." Sexual Health 5, no. 3 (2008): 251. http://dx.doi.org/10.1071/sh07077.
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Background: Most women who live in sub-Saharan countries have heard of HIV/AIDS, but there is still widespread misunderstanding about how HIV is spread, the consequences of infection, and how to protect against infection. The aim of the present study was to investigate knowledge about HIV and attitudes towards condom use in West African refugees who had settled in Perth, Western Australia, within the past 5 years. Methods: Knowledge about transmission of HIV, myths about how HIV is spread, incorrect beliefs about protective factors, the effectiveness of condoms in protecting against sexually transmissible infections, and attitudes towards condom use were investigated by survey in 51 West African women, and in 100 Australian women for comparison. Where possible, each West African woman was matched for age and level of education with an Australian woman. Results: Knowledge of HIV was poorest in the least educated West African women, but many of the more highly educated women also had misconceptions about how HIV is spread, how to protect against HIV, and the effectiveness of condoms in protecting against HIV. Moreover, most West African women held negative attitudes towards condom use. Within the Australian sample, HIV knowledge was greatest in women with tertiary qualifications, and was greater in younger than older women; in addition, attitudes towards condom use differed across the age span. Conclusions: The findings in the present study suggest that educational programs that focus on knowledge about HIV should be tailored to meet the needs and cultural sensitivities of newly emerging immigrant communities, and should target particular demographic groups within the Australian population.
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Liamputtong, Pranee, and Hala Kurban. "Health, social integration and social support: The lived experiences of young Middle-Eastern refugees living in Melbourne, Australia." Children and Youth Services Review 85 (January 2018): 99–106. http://dx.doi.org/10.1016/j.childyouth.2017.12.020.
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Mansour, Reima, James Rufus John, Pranee Liamputtong, and Amit Arora. "Food Insecurity and Food Label Comprehension among Libyan Migrants in Australia." Nutrients 13, no. 7 (July 15, 2021): 2433. http://dx.doi.org/10.3390/nu13072433.
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Food security among migrants and refugees remains an international public health issue. However, research among ethnic minorities in Australia is relatively low. This study explored the factors that influence the understanding of food labelling and food insecurity among Libyan migrants in Australia. An online survey was completed by 271 Libyan migrant families. Data collection included the 18-item US Household Food Security Survey Module (for food security) and a question from the Food Standards Australia New Zealand Consumer Label Survey (for food labelling comprehension). Multivariable logistic regression modelling was utilised to identify the predictors of food label comprehension and food security. Food insecurity prevalence was 72.7% (n = 196) while 35.8% of families (n = 97) reported limited food label understanding. Household size, food store location, and food affordability were found to be significantly related to food insecurity. However, gender, private health insurance, household annual income, education, and food store type and location were found to be significantly related to food labelling comprehension. Despite the population’s high educational status and food labelling comprehension level, food insecurity remained an issue among the Libyan migrants. Policy makers should consider the incorporation of food label comprehension within a broader food security approach for migrants.
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Yang, Kou. "Hmong Diaspora of the Post-War Period." Asian and Pacific Migration Journal 12, no. 3 (September 2003): 271–300. http://dx.doi.org/10.1177/011719680301200302.
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The fear of retaliation, retribution and persecution, combined with alleged forcible re-education by the post-war socialist government of Laos have forced half of the 300,000 Hmong of Laos to flee the country since the Secret War ended in 1975. The majority of these Hmong refugees were resettled in the United States. By 2003 they had established a Hmong American community comparable in size with the current Hmong community in Laos. The rest of these Hmong refugees settled in Australia, Argentina, Canada, Germany, France and French Guyana. Their post-war diasporic experience includes forced dispersion to at least two foreign countries, struggling to maintain a collective memory of their homeland, and maintaining a Hmong ethnic consciousness. Some have experienced difficult relationships with host societies, while others have adapted better, and learned to develop a more tolerant attitude toward diversity. Additionally, a small group of the Hmong in the West continues to support the resistance movement in Laos, where Hmong ethnic oppression is still said to exist. This paper is an attempt to explore the Hmong Diaspora in the Post-Secret War Period. It focuses on two communities in 2003: the Hmong in Laos and Hmong Americans.
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Ross, Lindsey, Catherine Harding, Alexa Seal, and Geraldine Duncan. "Improving the management and care of refugees in Australian hospitals: a descriptive study." Australian Health Review 40, no. 6 (2016): 679. http://dx.doi.org/10.1071/ah15209.
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Objectives The aim of the present study was to investigate healthcare provider perceptions of the impact of refugee patients at two public hospitals, one rural and one urban, in designated refugee resettlement areas. Healthcare professionals’ views regarding improvements that could be made in this area were also sought. Methods Two-page anonymous questionnaires containing demographic, quantitative and open-ended questions were distributed to 150 healthcare providers at each research site. Results Response rates at the rural and urban sites were 50% and 49%, respectively. Refugees were seen at least monthly by 40% of respondents. Additional support was requested by 70% of respondents. Confidence was associated with being born overseas (P = 0.029) and increased time working with refugees (rs = 0.418, P < 0.001). Only 47% of respondents felt confident managing social and psychological needs of refugees. Midwives saw refugees more than nursing and allied healthcare staff combined, and this was significant at the rural hospital (P < 0.001). Rural respondents reported that working with refugees enhanced their practice (P = 0.025), although felt significantly less confident (P < 0.001) than urban respondents. Themes that arose regarding barriers to care included language and cultural barriers, paucity of knowledge and issues accessing available services, including appropriate interpreters, Medicare eligibility and patient factors, including lack of patient trust in government systems. Desire for support was more pronounced in the rural setting (P = 0.001). Conclusions Refugees were seen frequently in both settings and most respondents requested additional support, highlighting that caring for refugees in Australian hospitals is a significant challenge. Additional support and education should be targeted to those caring for refugees most frequently, particularly midwifery services, to reduce barriers to care. What is known about the topic? Refugees are a vulnerable group, often with complex health needs. These needs are often unmet because of issues including language and cultural barriers. What does this paper add? Refugees were seen frequently in the two public hospital settings involved in the present study and most often by midwifery services. Healthcare professionals require more support, more information about available services and better access to interpreter services. These issues were more pronounced in the rural setting where very limited research exists. What are the implications for practitioners? Implementing additional support and education regarding refugee health needs could increase knowledge and confidence when managing refugees, reducing barriers to care and improving quality of care.
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Fauk, Nelsensius Klau, Anna Ziersch, Hailay Gesesew, Paul Ward, Erin Green, Enaam Oudih, Roheena Tahir, and Lillian Mwanri. "Migrants and Service Providers’ Perspectives of Barriers to Accessing Mental Health Services in South Australia: A Case of African Migrants with a Refugee Background in South Australia." International Journal of Environmental Research and Public Health 18, no. 17 (August 24, 2021): 8906. http://dx.doi.org/10.3390/ijerph18178906.
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International mobility has increased steadily in recent times, bringing along a myriad of health, social and health system challenges to migrants themselves and the host nations. Mental health issues have been identified as a significant problem among migrants, with poor accessibility and underutilisation of the available mental health services (MHSs) repeatedly reported, including in Australia. Using a qualitative inquiry and one-on-one in-depth interviews, this study explored perspectives of African migrants and service providers on barriers to accessing MHSs among African migrants in South Australia. The data collection took place during the COVID-19 pandemic with lockdown and other measures to combat the pandemic restricting face to face meetings with potential participants. Online platforms including Zoom and/or WhatsApp video calls were used to interview 20 African migrants and 10 service providers. Participants were recruited from community groups and/or associations, and organisations providing services for migrants and/or refugees in South Australia using the snowball sampling technique. Thematic framework analysis was used to guide the data analysis. Key themes centred on personal factors (health literacy including knowledge and the understanding of the health system, and poor financial condition), structural factors related to difficulties in navigating the complexity of the health system and a lack of culturally aware service provision, sociocultural and religious factors, mental health stigma and discrimination. The findings provide an insight into the experiences of African migrants of service provision to them and offer suggestions on how to improve these migrants’ mental health outcomes in Australia. Overcoming barriers to accessing mental health services would need a wide range of strategies including education on mental health, recognising variations in cultures for effective service provision, and addressing mental health stigma and discrimination which strongly deter service access by these migrants. These strategies will facilitate help-seeking behaviours as well as effective provision of culturally safe MHSs and improvement in access to MHSs among African migrants.
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Ash, Thalia, Lester Mascarenhas, John Furler, and Meredith Temple-Smith. "Hepatitis B contact tracing: what works?" Australian Journal of Primary Health 24, no. 6 (2018): 470. http://dx.doi.org/10.1071/py17087.
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In 2012, over 239000 people were living in Australia with chronic hepatitis B (CHB). Australia’s Second National Hepatitis B Strategy (2014) recommends testing contacts to increase identification of people with CHB, but it is generally poorly performed. CHB prevalence in Australia is increasing and contact tracing (CT) remains an untapped strategy for identifying infected individuals. A systematic CT system has been established in a government-funded primary health centre in Melbourne, which services 2000 refugees. This mixed-methods study aimed to describe the structure of the CT system, determine its effectiveness and identify enablers of success. The CT system’s structure was elicited from field notes. CT effectiveness (proportion of contacts traced and serologically confirmed as infected or immune to HBV) was determined by auditing clinical records. Semi-structured interviews with seven health professionals were thematically analysed to identify enablers of CT success. Overall, 122 CHB index cases had 420 contacts. And 90.0% (n=380) of 420 contacts were successfully traced, 68.0% (n=83) of index cases had 100% of their contacts successfully traced and 80.7% (n=339) of all contacts were immune; 28.8% (n=121) had evidence of previous exposure and 55.0% (n=231) had evidence of vaccination. Also, 8.1% (n=34) were chronically infected. Interviews elicited seven themes important to the success of the CT system: Teamwork; Organisation; Health professional expertise; Patient education; Centralisation of the system; Influence of patient culture; and Use of nurses in CT. Teamwork and Organisation were previously unidentified in the literature. This CT system is successful and could be implemented elsewhere, provided an organised, cohesive, nurse-led team is established.
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MacLaren, Duncan. "Tertiary Education for Refugees: A Case Study from the Thai-Burma Border." Refuge: Canada's Journal on Refugees 27, no. 2 (January 18, 2012): 103–10. http://dx.doi.org/10.25071/1920-7336.34727.
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The Australian Catholic University (ACU) has, since 2003, been involved in providing tertiary education for young refugees who have fled persecution in Burma to end up in refugee camps in Thailand. This paper examines the origins of the program, the changes made as lessons are learned, and the current Diploma program which is also supported by three US universities and York University in Toronto. It also examines how past graduates have used their qualifications for the common good, a term derived from Catholic social thought which informs ACU’s specific Catholic identity as a university. The paper further looks at what challenges lie ahead within the Thai-Burmese context and how this model can be replicated in other protracted refugee situations.
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Novak, Anna, Danielle Hitch, Lyn Bongiovanni, and Angela Mucic. "Identification, management and care of refugee patients at a metropolitan public health service: a healthcare worker perspective." Australian Health Review 45, no. 3 (2021): 338. http://dx.doi.org/10.1071/ah19200.
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ObjectiveTo describe the perceptions of healthcare workers employed at a metropolitan public health service, with respect to how they identify, manage and care for refugee patients. MethodsThis study surveyed healthcare workers using a cross-sectional, mixed methods descriptive design, which partially replicates a previous Australian study. A total of 215 responses to a brief online survey were received (n=48 medical, n=100 nursing and midwifery, n=50 allied health, n=4 other). ResultsNurses and allied health respondents were more likely to record working with refugees rarely or never (P=0.00). Most respondents (70.3%) identified no negative effects from working with refugees, and perceived this patient group enhanced (71.3%) their work. Insufficient identification, interpreter availability, education, healthcare worker capacity and providing culturally specific treatment were all identified as potential service barriers. Allied health respondents were more likely to report low confidence about working with refugees in general (P=0.04). Respondents with more than 10 years’ experience with refugees (P=0.02), and those with good self-perceived awareness of community services (P=0.01), were more confident in their ability to manage social issues. ConclusionsThis study suggests that contextual factors influence the perceptions of healthcare workers who provide care to refugee patients; however, communication, health literacy and healthcare worker capacity were consistently raised as key issues when working with refugees. What is known about the topic?Refugee and asylum seeker patients may present with complex health needs to any part of the Australian health system. The majority of previous research has occurred in primary care settings. What does this paper add?This study adds an acute and subacute perspective to the evidence base, and also includes medical respondents for the first time. Compared to previous research, respondents of this study saw refugee patients more frequently in their practice, and also reported fewer negative effects from working with them. Most demographic characteristics had no significant effect on worker-reported confidence in this study; however, greater experience of working with refugees and good self-perceived awareness of community services were both identified as positive influences. What are the implications for practitioners?Practitioners should prioritise remedying barriers that are consistently identified as affecting the service provided to refugee patients (communication, health literacy and healthcare worker capacity) as part of their quality and service improvement efforts.
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Choi, Julie, and Ulrike Najar. "Immigrant and Refugee Women’s Resourcefulness in English Language Classrooms: Emerging possibilities through plurilingualism." Literacy and Numeracy Studies 25, no. 1 (December 27, 2017): 20–37. http://dx.doi.org/10.5130/lns.v25i1.5789.
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Reports on refugee and migrant women in Australia show these women have low literacy in their first language, limited English language abilities, and minimal formal schooling. With major funding cuts to the adult migrant education sector and persistent public ‘deficit views’ of immigrant and refugee’s levels of literacy, approaches to teaching and learning in this sector require flexible views of language that embrace plurilingualism as a valuable resource within and outside of the socially-orientated ESL classroom. In this article, we present and discuss our findings from a study in which we co-taught English to immigrant and refugee women in a housing estate in Melbourne, Australia, and investigated the effects of a plurilingual view on the women’s English language learning experience and communication skills. Drawing on recorded classroom dialogues, observation notes, and worksheets produced by the women, we demonstrate the extraordinary plurilingual resourcefulness immigrant and refugee women bring to the challenge of learning to communicate in English. Our aim is not to promote a particular teaching approach, but to suggest the value of ongoing critical reflection on the underpinning ideas of plurilingualism for immigrant and refugee learner groups such as those we experienced in our own classroom interactions.
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Mudwari, Nabaraj, Monica Cuskelly, Carol Murphy, Kim Beasy, and Nirmal Aryal. "Impact of COVID-19 on refugee-background students during school shut down in Australia: A call for action." Teachers and Curriculum 21, no. 1 (July 28, 2021): 71–76. http://dx.doi.org/10.15663/tandc.v21i1.356.
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The majority of schools across Australia rapidly implemented online education during the first wave of COVID-19 restrictions. The school closure disproportionately affected the routines and socialisation of vulnerable students, including those with a refugee background. Refugee-background students have been impacted by COVID-19 as school closures interrupted face-to-face education, including English language and tutorial support and counselling services. School shutdown also impeded refugee-background students’ activities outside the home, which could render adverse effects on their physical, mental and social wellbeing. Holistic efforts are urgently needed in Australia to support refugee-background students in order to prevent further learning loss and promote health and wellbeing.
Keywords: COVID-19, refugee-background students, education loss, physical, mental and social wellbeing, Australia
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Matthews, Julie. "Schooling and settlement: refugee education in Australia." International Studies in Sociology of Education 18, no. 1 (March 2008): 31–45. http://dx.doi.org/10.1080/09620210802195947.
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Rud, Jeremy A. "After asylum." Narrative Inquiry 28, no. 1 (September 27, 2018): 30–55. http://dx.doi.org/10.1075/ni.17059.rud.
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Abstract In this study I examine a corpus of former refugee narratives published by the nonprofit Refugee Council of Australia (RCOA) on their website in 2011. In order to investigate the relationship between the constituent parts and the narrative as a whole, I use critical discourse analysis to examine the strategic use of person, quantified temporal phrases, broader thematic elements, and the constitution of “former refugee narrative” as a genre. I conclude that the RCOA dominates temporality and maintains authority over the narratives through specifically applied quantification yet captures the necessary subjective and emotional material of the refugee experience to achieve the authenticity the co-narratives need to be well-received by the public. Thus, by manipulating hermeneutic composability, the RCOA evidences an objective, authoritative portrayal yet captures a subjective experience worth telling, and by manipulating intertextual gaps they appeal to the Australian nationalism implicit in the contemporary political climate.
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Wiseman, Martin, and Shannon O’Gorman. "Seeking Refuge: Implications when Integrating Refugee and Asylum Seeker Students into a Mainstream Australian School." Discourse and Communication for Sustainable Education 8, no. 1 (June 1, 2017): 53–63. http://dx.doi.org/10.1515/dcse-2017-0004.
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Abstract This article describes one school’s 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 person’s access to formal education. Whilst it is understood that children will benefit from access to education, the reality is that “little appears to have been written on asylum seekers” in an educational context (Reakes, 2007, p. 94). This represents a concern when it is acknowledged that “sustaining teachers in culturally and linguistically diverse schools has been a prominent issue for years” (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 authors’ observations and experiences in schools, the published literature and the observations of the two authors – specifically, drawing on their educational and therapeutic expertise. These observations are then grouped into themes outlined by Akinsulure-Smith and O’Hara (2012) as key reasons for therapeutic referral, namely: employment barriers, medical challenges, language barriers, social services and legal challenges.
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Sidhu, Ravinder, and Sandra Taylor. "Educational provision for refugee youth in Australia: left to chance?" Journal of Sociology 43, no. 3 (September 2007): 283–300. http://dx.doi.org/10.1177/1440783307080107.
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This article investigates how education bureaucracies in Australia use languages of categorization and promote community partnerships to construct and govern the refugee subject. We use a framework of governmentality to analyse education policies and statements emerging from two levels of government — Commonwealth and state. Drawing on web-based materials, policy statements and accounts of parliamentary debates, the article documents the ways in which refugee education continues to be subsumed within broader education policies and programmes concerned with social justice, multiculturalism and English language provision. Such categorizations are premised on an undifferentiated ethnoscape that ignores the significantly different learning needs and sociocultural adjustments faced by refugee students compared with migrants and international students. At the same time, educational programmes of inclusion that are concerned with utilizing community organizations to deliver services and enhance participation, point to the emergence of `government through community partnerships' — a mode of governance increasingly associated with advanced liberal societies.
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Dumenden, Iris E. "Agency as the Acquisition of Capital: The Role of One-On-One Tutoring and Mentoring in Changing a Refugee Student's Educational Trajectory." European Educational Research Journal 10, no. 4 (January 1, 2011): 472–83. http://dx.doi.org/10.2304/eerj.2011.10.4.472.
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Current research into the experiences of refugee students in mainstream secondary schools in Australia indicates that for these students, schools are places of social and academic isolation and failure. This article introduces one such student, Lian, who came to Australia as a refugee from Burma, and whom the author tutored and mentored intensively during his final year of schooling. The article provides an empirically derived understanding of how one-on-one tutoring and mentoring became a platform through which this student was able to succeed in a structure which systematically tried to exclude him. Here, agency is conceptualised in terms of Bourdieu's concept of capital. The analysis highlights the ways in which one-on-one tutoring and mentoring provided the necessary platform by which this refugee student was able to acquire the necessary capital that effected a positive change in his educational trajectory.
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Revatikumara. "Article Of Journal Of Learning And Education Policy." Journal of Learning and Educational Policy, no. 11 (August 17, 2021): 1–3. http://dx.doi.org/10.55529/jlep.11.1.3.
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This article provides a critical analysis of policies from two education systems that support the education of students from migrant backgrounds. This analysis examines the highly political policy context of multiculturalism to reveal how education systems acquiesce to or resist social and political forces. In making this case, the article presents an historical analysis of the Australian federal government’s multicultural policy and the events that shaped it. The article then presents an analysis of the national policy statement Multicultural Australia: United, Strong, Successful to understand the current federal position on multiculturalism. These analyses provide an understanding of the political rationality of the broader context. This article argues that education policy constructions are likely to reflect this political rationality. Against this backdrop it then examines primary policies from two education systems that relate to education for students from migrant and refugee backgrounds. The key argument is that, whilst the federal government attends to concerns about security, social integration and economic contributions, education departments can ‘resist’ and attend to broader issues related to educational equity and social justice.
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Zurynski, Yvonne, Amy Phu, Premala Sureshkumar, Sarah Cherian, Marie Deverell, and Elizabeth J. Elliott. "Female genital mutilation in children presenting to Australian paediatricians." Archives of Disease in Childhood 102, no. 6 (January 12, 2017): 509–15. http://dx.doi.org/10.1136/archdischild-2016-311540.
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ObjectiveThe WHO reports that female genital mutilation/cutting (FGM/C) is an ancient cultural practice prevalent in many countries. FGM/C has been reported among women resident in Australia. Our paper provides the first description of FGM/C in Australian children.DesignCross-sectional survey conducted in April–June 2014.SettingPaediatricians and other child health specialists recruited through the Australian Paediatric Surveillance Unit were asked to report children aged <18 years with FGM/C seen in the last 5 years, and to provide data for demographics, FGM/C type, complications and referral for each case.ParticipantsOf 1311 eligible paediatricians/child health specialists, 1003 (76.5%) responded.ResultsTwenty-three (2.3%) respondents had seen 59 children with FGM/C and provided detailed data for 31. Most (89.7%) were identified during refugee screening and were born in Africa. Three (10.3%) were born in Australia: two had FGM/C in Australia and one in Indonesia. All parents were born overseas, mainly Africa (98.1%). Ten children had WHO FGM/C type I, five type II, five type III and six type IV. Complications in eight children included recurrent genitourinary infections, menstrual, sexual, fertility and psychological problems. Nineteen children (82.6%) were referred to obstetrics/gynaecology: 16 (69.9%) to social work and 13 (56.5%) to child protection.ConclusionsThis study confirms that FGM/C is seen in paediatric clinical practice within Australia. Paediatricians need cultural awareness, education and resources to help them identify children with FGM/C and/or at risk of FGM/C, to enable appropriate referral and counselling of children, families and communities to assist in the prevention of this practice.
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Long, Katrina M., Shiva Vasi, Susannah Westbury, Sandy Shergill, Chloé Guilbert-Savary, Ashley Whitelaw, I.-Hao Cheng, and Grant Russell. "Improving access to refugee-focused health services for people from refugee-like backgrounds in south-eastern Melbourne through the education sector." Australian Journal of Primary Health 27, no. 2 (2021): 93. http://dx.doi.org/10.1071/py20233.
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People from refugee-like backgrounds living in Australia face substantial health challenges that benefit from access to health and social services. Many people from refugee-like backgrounds have frequent contact with education sector staff, who have the potential to act as conduits to health and social services. The aim of this project was to improve access to refugee-focused health services for people from refugee-like backgrounds in south-eastern Melbourne by codesigning and delivering a 1-day education forum to education sector staff. Evaluation of the forum used mixed-methods analysis of data from pre-post and follow-up surveys (n=11; administered before, immediately after and 1 month after the forum respectively), post-forum interviews (n=4) and one school’s referral records. The forum improved attendees’ refugee-focused health service referral knowledge, confidence and behaviour. This was supported by the qualitative findings of high staff motivation, high forum satisfaction and evidence of outcome sustainability. Education staff are an important complement to an integrated model of health care for recently resettled people from refugee-like backgrounds. These results show that a straightforward local intervention can improve the ability of education staff to act as conduits to health services, increasing access to health services for people from refugee-like backgrounds.
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Tangen, Donna. "Identifying the Learning Development of Students Who Are Refugees." Australian Journal of Guidance and Counselling 19, no. 2 (December 1, 2009): 150–60. http://dx.doi.org/10.1375/ajgc.19.2.150.
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AbstractStudents who are refugees need understanding and support to settle successfully into mainstream Australian classrooms. Teachers not aware of students' prior learning and the process of second language acquisition may have difficulty providing the most appropriate learning environments to meet these students' needs. This study found that, with no coordination of information on students' learning backgrounds nor of their learning needs and development, students were in danger of being identified as at-risk of having a learning disability, with little support to substantiate such claims.
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Maadad, Nina, and Marizon Yu. "Conceptualising Refugee Girls’ Perspectives on Education, Child Marriage and Life in Lebanon, Australia and Sweden." Education and Society 40, no. 1 (July 1, 2022): 5–23. http://dx.doi.org/10.7459/es/40.1.02.
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This article explores the education experiences of Syrian and Iraqi refugee children, specifically girls, enrolled in high schools in Australia, Lebanon and Sweden. Symbolic interactionism frames the analysis of in-depth interviews, demonstrating the adolescent girls’ ability to take perspectives on their home environment, school, community and life experiences. Influenced by socialisation to these environments, the article asserts that refugee girls have defined their situations, developed their own personal perspectives and adjusted their behaviour in line with others. Additionally, this paper reinforces the analytical framework regarding refugee girls’ schooling experiences through critical pedagogy by recognising the nature of their educational disadvantage.
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Green, Belinda A. "Drowning In Neoliberal Lies: State Responses Towards People Seeking Asylum." British Journal of Social Work 50, no. 3 (June 10, 2019): 908–25. http://dx.doi.org/10.1093/bjsw/bcz070.
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Abstract This article argues that further enhancement of critical social work education and practice is needed to counter politicised and restrictive policies towards people seeking asylum in advanced globalised market economies. This means social workers giving more emphasis and prominence to the role of neoliberalism rather than solely focusing on the adverse moral and mental health impacts of state responses. Drawing on current debates and practices within critical social work and seven years’ experience in the Australian refugee sector, this article will demonstrate the punitive and deterrent configurations adopted by states like Australia to respond to people seeking asylum. The article then highlights the importance of social workers critically analysing historicised discourses which normalise such people as ‘dangerous’, ‘illegitimate’, ‘othered’ and a ‘burden’. Further interrogation of the social and cultural logic(s) of neoliberalism which serve to justify the former discourses will also be included. Finally, reflections on a range of strategies and solutions will be presented for critical social work educators and practitioners to resist and subvert neoliberalism and to secure better outcomes for people seeking asylum in Australia and elsewhere.
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Lazebnyk, Stanislav. "Ukrainian World Tribune." Diplomatic Ukraine, no. XX (2019): 194–207. http://dx.doi.org/10.37837/2707-7683-2019-13.
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The article refers to the World Congress of Free Ukrainians (WCFU), founded in New York in November 1967. The WCFU united 150 Ukrainian public, political and faith-based organizations. The elected Presidium of the Congress established special committees, which began to work on the coordination of Ukrainian organizations in the West regarding the provision of assistance to Ukrainian refugees and communities in the Americas, Western Europe and Australia, protection of human rights and of political prisoners of Ukrainian descent in the USSR, development of Ukrainian education and culture in the expatriate environment, etc. The WCFU opened its information office at the UN, which brought to the attention of diplomats from different countries the facts about the struggle of the Congress for an independent Ukraine, information about Ukrainian political prisoners, the russification process in Ukraine and Holodomor of 1932–1933. Owing to this effective influence, Canada, with its powerful and numerous Ukrainian community, was the first in the Western world to recognize the independence of Ukraine. In 1991, the WCFU organized a mass demonstration in front of the White House in Washington for the recognition of the young Ukrainian state. In December of the same year, the Congress, together with the Ukrainian World Foundation, announced the creation of the Ukrainian Reconstruction Fund. Since then, this organization has gradually become one of the consistent lobbyists of Ukraine’s national interests in the world. Having changed its name to the Ukrainian World Congress (UWC), it is constantly engaged in the establishment of a positive international image of Ukraine, promotion of its rich historical heritage as well as compelling changes in its society. At the same time, in the circles of this international association there is a certain disappointment with the social and economic situation in Ukraine and lack of real results in the fight against corruption. However, the UWC seeks to contribute to the further development of the historical homeland. Today UWC has an extensive network of constituent organizations and maintains relations with Ukrainian communities in 61 countries. Keywords: WCFU, Ukrainian World Congress, New York, Canada, historical homeland.
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Bond, Lyndal, Anne Giddens, Anne Cosentino, Margaret Cook, Paul Hoban, Ann Haynes, Louise Scaffidi, Mary Dimovski, Eileen Cini, and Sara Glover. "Changing Cultures: Enhancing Mental Health and Wellbeing of Refugee Young People through Education and Training." Promotion & Education 14, no. 3 (September 2007): 143–49. http://dx.doi.org/10.1177/175797590701400302.
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Many refugee people and others entering Australia under the Humanitarian Program, have experienced extremely stressful and disrupted lives prior to arrival. A major difficulty experienced by a significant number of refugee young people is their lack of formal education before arrival. It directly affects their ability to start connecting to their new society and constructing a new life. The level of ease with which young people can move into the education and training system and begin to establish a meaningful career pathway has a huge impact on their successful settlement and stable mental health. This paper describes the Changing Cultures Project, a three-year project, which explored models of appropriate and accessible education and training for refugee and newly arrived young people that would enhance their mental health. The Changing Cultures Project was a partnership between the education, health and settlement sectors. This paper describes the program and system response to the health, settlement, education and vocational issues facing refugee young people using a mental health promotion framework and reflective practice. We discuss how the refugee youth programs met a broad range of needs as well as providing language, literacy and basic education to newly arrived young people. While working in an environment of changing policy and public opinion regarding refugee issues, the Project delivered successful outcomes at the program and organisational levels for refugee young people by addressing issues of program development and delivery, organisational development and capacity building and community development and evaluation.
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Herrero, Dolores. "Refugee Policies and Narratives in the Globalised Era." International Journal of English Studies 21, no. 2 (December 26, 2021): 101–21. http://dx.doi.org/10.6018/ijes.437691.
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One of the effects of globalisation has been population mobility as a result of famine, climate warming and war conflicts, among other things. This flow of refugees, however, is often seen as a menace to the rule of law and human rights concomitant with the Western lifestyle. Refugees are no longer regarded as human beings and victims, but rather as danger, even as potential terrorists, which has led many governments, including the Australian, to detain them indefinitely in detention centres where they are confined in inhuman conditions. The main aim of this paper will be to describe Australian immigration policies and how contemporary Australian narratives on and by refugees are reflecting this situation, mainly by analysing a selection of texts from three recently published collections, namely, A Country Too Far (2013), They Cannot Take the Sky (2017) and Seabirds Crying in the Harbour Dark (2017), and Behrouz Boochani’s No Friend but the Mountains (2018).
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Mares, Sarah, Louise Newman, Michael Dudley, and Fran Gale. "Seeking Refuge, Losing Hope: Parents and Children in Immigration Detention." Australasian Psychiatry 10, no. 2 (June 2002): 91–96. http://dx.doi.org/10.1046/j.1440-1665.2002.00414.x.
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Objective: To record observations made by the authors on a series of visits between December 2001 and March 2002 to two of Australia's immigration detention centers and to consider the mental health consequences of Australia's policy of mandatory immigration detention of asylum seekers for families and children. Conclusions: Parents and children in immigration detention are often vulnerable to mental health problems before they reach Australia. Experiences in prolonged detention add to their burden of trauma, which has an impact not only on the individual adults and children, but on the family process itself. Immigration detention profoundly undermines the parental role, renders the parent impotent and leaves the child without protection or comfort in already unpredictable surroundings where basic needs for safe play and education are unmet. This potentially exposes the child to physical and emotional neglect in a degrading and hostile environment and puts children at high risk of the developmental psychopathology that follows exposure to violence and ongoing parental despair. Psychiatrists have a role in advocating for appropriate treatment of these traumatized and vulnerable parents and children.
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Galloway, Greta, Pat Wilkinson, and Gavin Bissell. "Empty space or sacred place? Place and belief in social work training." Journal of Practice Teaching and Learning 8, no. 3 (December 20, 2012): 28–47. http://dx.doi.org/10.1921/jpts.v8i3.380.
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This paper highlights common errors in social work students’ approaches to faith/spirituality and place whilst on field education placement. It briefly investigates the Christian conception of sacredness and space which often underpins such errors.The issue is exemplified by contrasts between Aboriginal Australian conceptions of place and spirituality and the mutually exclusive conceptions of these spaces, held by many non-Aboriginal welfare practitioners in Australia. This paper suggests some ways in which social workers, including social work students, could engage with spirituality, inclusive of geo-socio-political materiality, in their work, where appropriate, with Indigenous, migrant, refugee or colonial settler populations.The paper engages critically with literature on cultural competence in relation to issues of land, and the identity one gains from connection to land, and spirituality. This paper concludes by identifying key questions for placement students and educators seeking to respond appropriately when interfacing sacred spaces of the ‘other’.
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Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
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This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.