- Title
- Integrating students with refugee and asylum seeker backgrounds into school: teachers' perspectives
- Creator
- Sellars, Maura
- Relation
- Education Applications and Developments VI p. 291-300
- Relation
- Advances in Education and Educational Trends Series VI
- Publisher
- inScience Press
- Resource Type
- book chapter
- Date
- 2021
- Description
- The critical aspect of refugee and asylum seeker education has become almost a worldwide phenomenon. The difficulties of language, culture, acceptance and resettlement all impact on a school's capacity to support these students and ensure that they access to best educational opportunities possible in many countries which are dominated by neoliberalized education systems. Neoliberalized education systems are dominated by the five Cs (Competitiveness, Conformity, Conservatism, Convention and Commerce) and are the antithesis of the European educational child- centred traditions conceived by Pestalozzi, Froebel, Steiner and others. This writing draws on a research project designed to establish the perspectives of members of a school community about belonging. It was conducted in a primary school in urban Australia which has a reputation for developing inclusive practices and an ethos of belonging for its diverse homeland population and its refugee and asylum seeker population which comprised 40% of the school enrolment at the time of the investigation. The research indicated the importance of the teacher perspectives, values and beliefs and has implications for teachers of refugee and asylum seeker students everywhere. It also has implications for preservice teacher education and the importance of preparation to specifically support these cohorts of students and their communities in addition to being flexible and open to change.
- Subject
- refugee; asylum seeker; belonging; pedagogies of care; principal; teachers
- Identifier
- http://hdl.handle.net/1959.13/1459013
- Identifier
- uon:45556
- Identifier
- ISBN:9789895481569
- Language
- eng
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