Maligned Mobilities, Absences and Emergencies: Refugee Education in Australia

Autor/in	Matthews, Julie
Titel	Maligned Mobilities, Absences and Emergencies: Refugee Education in Australia
Quelle	In: International Journal of Inclusive Education, 25 (2021) 6, S.720-734 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matthews, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1569168
Schlagwörter	Refugees; Teaching Methods; Educational Practices; Postcolonialism; Self Concept; Inclusion; Epistemology; Race; Racial Bias; Foreign Countries; Educational Policy; English (Second Language); Second Language Learning; Literacy; Social Justice; Civil Rights; Social Integration; Educational Experience; Trauma; Elementary Secondary Education; Student Mobility; Caring; Ethics; Australia + Suchen Sie Ihr Suchwort? Flüchtling; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Post colonialism; Postkolonialismus; Selbstkonzept; Inklusion; Erkenntnistheorie; Rasse; Abstammung; Racial discrimination; Rassismus; Ausland; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Soziale Gerechtigkeit; Bürgerrechte; Grundrechte; Zivilrecht; Soziale Integration; Bildungserfahrung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Care; Pflege; Sorge; Betreuung; Ethik; Australien
Abstract	Refugees are seldom admired or applauded for their resolve and resilience, and their post and pre-migration experience rarely serves as the basis for the development of educational practice or policy solutions. Using a postcolonial theoretical framework this paper argues that while the maligned mobility and disparaged figure of the 'refugee' serves to establish and reconstruct exclusionary national identities, the same identities can be re-presented to offer new possibilities for inclusive education. Informed by southern epistemology and the sociology of absences and emergence (Boaventura de Sousa Santos, 2012. "Public Sphere and Epistemologies of the South", Africa Development. 37(1) 43-67; Boaventura de Sousa Santos, 1997 "Toward a Multicultural Conception of Human Rights", Zeitschrift fu¨r Rechtssoziologie, (10) 1-5), this paper discusses the anticipatory and emergent dimensions of refugee education. A focus on the pre- and post-settlement experience of refugees brings to light both their determination and strength as well as the complex and sometimes contradictory effect of racism and racialisation. Consideration of absences in relation to the anticipatory and emergent dimensions of education illuminate how inclusive education can serve as an instrument of resistance, transformation, and reconstruction. It shows how refugee mobility can open up possibilities for new forms of intelligibility, community and humanity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01