Navigating the Secondary-Tertiary Education Border: Refugee-Background Students in Southern Aotearoa New Zealand

Autor/inn/en	Anderson, Vivienne; Mostolizadeh, Sayedali; Oranje, Jo; Fraser-Smith, Amber; Crampton, Emma
Titel	Navigating the Secondary-Tertiary Education Border: Refugee-Background Students in Southern Aotearoa New Zealand
Quelle	In: Research Papers in Education, 38 (2023) 2, S.250-275 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Vivienne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2021.1961300
Schlagwörter	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; New Zealand + Suchen Sie Ihr Suchwort? Flüchtling; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Siedlungsraum; Öffentliche Ordnung; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Schulleistung; Bildungsabschluss; Bildungsgut; Forschungstätigkeit; Projektforschung; Ausland; Sekundarschüler; Urban area; Stadtregion; Lernwerkstatt; Schulung; Schülerverhalten; Arabisch; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Future; Society; Zukunft; Drawing; Zeichnen; Map; Karte; Neuseeland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01