Stigma, stereotypes and support: the 3S in navigating complex journeys from Intensive English Centres to higher education for students from refugee backgrounds in Australia-Reference-Cited by-同舟云学术

Stigma, stereotypes and support: the 3S in navigating complex journeys from Intensive English Centres to higher education for students from refugee backgrounds in Australia

Published:2021-07-28 Issue: Volume: Page:
ISSN:0311-6999
Container-title:The Australian Educational Researcher
language:en
Short-container-title:Aust. Educ. Res.

Author:

Gower Shelley^ORCID,Dantas Jaya A. R.^ORCID

Funder

National Office of Learning and Teaching Grant

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s13384-021-00464-6.pdf

Reference37 articles.

1. Baker, S., Irvine, E., Taiwo, M., Singh, S., Gower, S., & Dantas, J. A. R. (2018). Methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds. Review of Education, 7(1), 5–32. https://doi.org/10.1002/rev3.3133

2. Baker, S., & Irwin, E. (2021). Disrupting the dominance of ‘linear pathways’: How institutional assumptions create ‘stuck places’ for refugee students’ transitions into higher education. Research Papers in Education, 36(1), 75–95.

3. Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.

4. Crea, T. (2016). Refugee higher education: Contextual challenges and implications for program design, delivery, and accompaniment. International Journal of Educational Development, 46, 12–22.

5. Crevecoeur, Y. C., & Obiakor, F. E. (2013). Culturally and linguistically diverse students labeled as having learning disabilities. In F. J. P. Bakken, E. Obiakor, & A. F. Rotatori (Eds.), Learning disabilities: Identification, assessment, and instruction of students with LD: Advances in special education (pp. 93–108). Emerald Group.

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