Fostering Belonging in a CALD School Environment: Learning from a Research Collaboration with a Refugee and Migrant School Community in Australia

Autor/inn/en	Schweitzer, Robert D.; Mackay, Sasha; Hancox, Donna; Khawaja, Nigar G.
Titel	Fostering Belonging in a CALD School Environment: Learning from a Research Collaboration with a Refugee and Migrant School Community in Australia
Quelle	In: Intercultural Education, 32 (2021) 6, S.593-609 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schweitzer, Robert D.) ORCID (Mackay, Sasha) ORCID (Hancox, Donna) ORCID (Khawaja, Nigar G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2021.1985803
Schlagwörter	Sense of Community; Student Diversity; Educational Research; Cooperation; Refugees; Migrants; Foreign Countries; Minority Group Students; Student Experience; Teaching Experience; High School Students; English (Second Language); Second Language Learning; Story Telling; Family School Relationship; Australia + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Co-operation; Kooperation; Flüchtling; Migrantin; Ausland; Studienerfahrung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Australien
Abstract	School belonging is fundamental to the wellbeing and academic success of culturally and linguistically diverse (CALD) students. While the psychosocial factors associated with belonging have been well articulated, the ways in which schools foster belonging for this cohort is relatively unexplored. This paper discusses a research collaboration that investigated ways in which schools create and promote belonging. The study was conducted in an Australian school dedicated to the settlement and English language development of newly arrived migrant and refugee children. Digital storytelling was used as a research methodology to listen to and learn from the experiences of school staff, students and their families. The findings comprised three key strategies central to the creation of belonging at the school: helping students and their families adapt to the Australian environment; building socially supportive relationships; and fostering school connectedness. Through highlighting the key learnings from the research collaboration and discussing strategies for fostering belonging for students from refugee and migrant backgrounds, this research has implications for policymakers and educators experiencing increasingly diverse student cohorts and working to enhance the wellbeing and academic success of CALD students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01