Conceptualising Refugee Girls' Perspectives on Education, Child Marriage and Life in Lebanon, Australia and Sweden

Autor/inn/en	Maadad, Nina; Yu, Marizon
Titel	Conceptualising Refugee Girls' Perspectives on Education, Child Marriage and Life in Lebanon, Australia and Sweden
Quelle	In: Education and Society, 40 (2022) 1, S.5-23 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-2655
DOI	10.7459/es/40.1.02
Schlagwörter	Foreign Countries; Refugees; Females; High School Students; Perspective Taking; Family Environment; Educational Environment; Community; Experience; Socialization; Adjustment (to Environment); Gender Bias; Marriage; Social Bias; Cultural Influences; Childrens Attitudes; Australia; Syria; Iraq; Lebanon; Sweden; Turkey; Jordan + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zukunftsperspektive; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erfahrung; Socialisation; Sozialisation; Geschlechterstereotyp; Ehe; Cultural influence; Kultureinfluss; Australien; Syrien; Irak; Libanon; Schweden; Türkei
Abstract	This article explores the education experiences of Syrian and Iraqi refugee children, specifically girls, enrolled in high schools in Australia, Lebanon and Sweden. Symbolic interactionism frames the analysis of in-depth interviews, demonstrating the adolescent girls' ability to take perspectives on their home environment, school, community and life experiences. Influenced by socialisation to these environments, the article asserts that refugee girls have defined their situations, developed their own personal perspectives and adjusted their behaviour in line with others. Additionally, this paper reinforces the analytical framework regarding refugee girls' schooling experiences through critical pedagogy by recognising the nature of their educational disadvantage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01