Practices for inclusion, structures of marginalisation: experiences of refugee background students in Australian secondary schools
Author:
Funder
Australian Research Council
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s13384-021-00475-3.pdf
Reference56 articles.
1. Ager, A., & Strang, A. (2008). Understanding integration: A conceptual framework. Journal of Refugee Studies, 21(2), 166–191. https://doi.org/10.1093/jrs/fen016
2. Baak, M. (2019a). Schooling displaced Syrian students in Glasgow: Agents of inclusion. In J. McBrien (Ed.), Educational policies and practices of English-speaking refugee resettlement countries (pp. 267–292). Brill Sense. https://doi.org/10.1163/9789004401891_012.
3. Baak, M. (2019b). Racism and othering for South Sudanese heritage students in Australian schools: Is inclusion possible? International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1426052
4. Baker, S., Due, C., & Rose, M. (2019). Transitions from education to employment for culturally and linguistically diverse migrants and refugees in settlement contexts: What do we know? Studies in Continuing Education. https://doi.org/10.1080/0158037X.2019.1683533
5. Basharati, Z., & Dore, L. (2019). Education of resettled refugees in Christchurch, New Zealand. Educational policies and practices of English-speaking refugee resettlement countries (pp. 42–56). Brill Sense.
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