Building Spaces of Hope with Refugee and Migrant-Background Students

Autor/inn/en	Wrench, Alison; Soong, Hannah; Paige, Kathy; Garrett, Robyne
Titel	Building Spaces of Hope with Refugee and Migrant-Background Students
Quelle	In: International Journal of Inclusive Education, 22 (2018) 11, S.1197-1212 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1420251
Schlagwörter	Refugees; Migration; Foreign Countries; Migrant Children; Student Experience; Catholic Schools; School Space; Australia + Suchen Sie Ihr Suchwort? Flüchtling; Ausland; Studienerfahrung; Katholische Schule; Schulraum; Australien
Abstract	Within the Australian context, research into schooling experiences of refugee and migrant-background students has tended to focus on developing English language proficiency with little attention given to initiatives that contribute more broadly to students' social and educational resources. Whilst not denying the significance of English language acquisition, this paper explores strategies, implemented at one school, designed to enhance social, cultural and educational outcomes for refugee and migrant-background students. We draw on a relational view of space informed by Foucault and Lefebvre, and Fraser's theorisation of justice, to explore the school context, connections to students' life-worlds, moving beyond trauma and teachers as knowledge producers. Findings suggest that contextualised forms of knowing and practices can work to build connections and educational resources for refugee and migrant-background students. Where human spatiality, including as this relates to schools, produces advantages and disadvantages, we conclude in arguing for further research that incorporates the perspectives and voices of refugee and migrant-background students and their teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01