Literaturnachweis - Detailanzeige
| Autor/inn/en | Sutton, Debbie; Kearney, Alison; Ashton, Karen |
|---|---|
| Titel | Improving Educational Inclusion for Refugee-Background Learners through Appreciation of Diversity |
| Quelle | In: International Journal of Inclusive Education, 27 (2023) 6, S.671-688 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3116 |
| DOI | 10.1080/13603116.2020.1867377 |
| Schlagwörter | Foreign Countries; Refugees; Student Diversity; Inclusion; Secondary School Students; Student Experience; Educational Environment; School Culture; Cultural Awareness; Secondary Schools; Language Usage; Cultural Maintenance; Language Maintenance; Teacher Behavior; Peer Relationship; New Zealand |
| Abstract | A refugee crisis is taking place as an unprecedented number of people, half of whom are under the age of 18, become displaced following conflict and persecution in their home countries. In the Aotearoa New Zealand context refugees will continue to be welcomed, so it is important for schools and the wider education system to support inclusion of refugee-background learners. Enabling them the opportunity to participate meaningfully with education, and experience academic and social success, will support positive future outcomes and minimise marginalisation. In this research, a mixed-methods design explored the factors influencing inclusion of a small cohort of refugee-background learners in the Aotearoa New Zealand education system. Sixteen secondary school participants completed an online survey, with three engaging further in semi-structured interviews allowing them the opportunity to voice their experiences in their own words. Recognition and valuing of diversity were identified as key features positively contributing to inclusion and a sense of belonging for these learners. They reported experiencing greater feelings of inclusion when the school environment acknowledged their diverse backgrounds and their ability to navigate multiple cultures. The findings from this study enhance our understanding of the factors that impact the participation, belonging and learning of refugee-background learners in the Aotearoa New Zealand education system and will be useful for both practitioners and policy makers. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
