Becoming Australian: A Review of Southern Sudanese Students' Educational Experiences

Autor/inn/en	Sellars, Maura; Murphy, Helen
Titel	Becoming Australian: A Review of Southern Sudanese Students' Educational Experiences
Quelle	In: International Journal of Inclusive Education, 22 (2018) 5, S.490-509 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1373308
Schlagwörter	Acculturation; Educational Experience; Teaching Methods; Educational Practices; Literacy; Land Settlement; Social Integration; Policy Formation; Educational Policy; Foreign Countries; Refugees; Educational Needs; Politics of Education; Neoliberalism; National Curriculum; Race; Trauma; Violence; English (Second Language); Second Language Learning; Elementary Secondary Education; Literature Reviews; Australia; Sudan + Suchen Sie Ihr Suchwort? Akkulturation; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Alphabetisierung; Schreib- und Lesefähigkeit; Siedlungsraum; Soziale Integration; Politische Betätigung; Politics of education; Bildungspolitik; Ausland; Flüchtling; Educational need; Bildungsbedarf; Educational policy; Neo-liberalism; Neoliberalismus; Rasse; Abstammung; Gewalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Australien
Abstract	This research presents a review of the literature around meeting students' learning needs in Australian schools. It is referenced to one group of students with refugee experience who have been in Australian schools for over 15 years; students with a background of oracy from Southern Sudan. The development of psychological health and literacy competencies are two of the most critical and complex responsibilities undertaken by education, and, in the case of these students two of the most significant when considered in relation to successful settlement, acculturation and assimilation. In presenting this literature, the bigger picture of how schools can fail, not only these students, but for any number of students from diverse backgrounds, becomes startlingly obvious, as do the ways in which the current political agenda inherent in the public education system in Australia privileges students of specific class and culture. Finally, recommendations are made regarding the development of policy and the concentration on pedagogical practices which acknowledge and respect the strengths and capabilities of this group of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01