دورية أكاديمية
Navigating the Secondary-Tertiary Education Border: Refugee-Background Students in Southern Aotearoa New Zealand
| العنوان: | Navigating the Secondary-Tertiary Education Border: Refugee-Background Students in Southern Aotearoa New Zealand |
|---|---|
| اللغة: | English |
| المؤلفون: | Anderson, Vivienne (ORCID |
| المصدر: | Research Papers in Education. 2023 38(2):250-275. |
| الإتاحة: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | 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 |
| مصطلحات جغرافية: | New Zealand |
| DOI: | 10.1080/02671522.2021.1961300 |
| تدمد: | 0267-1522 1470-1146 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1384769 |
| قاعدة البيانات: | ERIC |
PDF full text from Publisher 
Full Text Finder | تدمد: | 0267-1522 1470-1146 |
|---|---|
| DOI: | 10.1080/02671522.2021.1961300 |