Literaturnachweis - Detailanzeige
Autor/inn/en | Anderson, Vivienne; Mostolizadeh, Sayedali; Oranje, Jo; Fraser-Smith, Amber; Crampton, Emma |
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Titel | Navigating the Secondary-Tertiary Education Border: Refugee-Background Students in Southern Aotearoa New Zealand |
Quelle | In: Research Papers in Education, 38 (2023) 2, S.250-275 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Anderson, Vivienne) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0267-1522 |
DOI | 10.1080/02671522.2021.1961300 |
Schlagwörter | Refugees; Access to Education; Higher Education; Land Settlement; Public Policy; Educational Policy; Outcomes of Education; Barriers; Academic Achievement; Educational Attainment; Participatory Research; Action Research; Foreign Countries; Secondary School Students; Navigation; Urban Areas; Workshops; Student Attitudes; Arabic; Spanish; Translation; English (Second Language); Second Language Learning; Academic Aspiration; Futures (of Society); Freehand Drawing; Maps; New Zealand Flüchtling; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Siedlungsraum; Öffentliche Ordnung; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Schulleistung; Bildungsabschluss; Bildungsgut; Forschungstätigkeit; Projektforschung; Ausland; Sekundarschüler; Urban area; Stadtregion; Lernwerkstatt; Schulung; Schülerverhalten; Arabisch; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Future; Society; Zukunft; Drawing; Zeichnen; Map; Karte; Neuseeland |
Abstract | Access to tertiary education is a challenge for many people from refugee-backgrounds. In Aotearoa New Zealand (NZ), resettled refugees are entitled to access education alongside other New Zealanders, and NZ's resettlement policy material recognises education as a key pillar of resettlement. However, refugee-background students are not recognised as 'priority learners' in education policy, so educational institutions are not required to report on refugee-background students' educational access or outcomes. At all levels of the education system, teaching and support practices for refugee-background students vary widely. Many barriers hamper refugee-background students' access to and success in tertiary education. However, refugee-background students are also necessarily-skilful border navigators. In this paper, we share data from an in-progress participatory action research project based in southern NZ that involves collaborating with refugee-background students at the secondary-tertiary education border. After describing the project, its rationale, and our theoretical framework, we draw on insights from seven of the students to illustrate how students represented educational navigation in NZ: as a resistance project, a subterranean project, and a relational project. We conclude by suggesting some implications from our study for research, policy and practice in education. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |