Refugee Students in the Classroom
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Refugee Students in the Classroom
How can we as future educators ensure that all students get the best education
they can? Jessica Xuereb, Lauren Thomas, Doroteja T, Ashley Shakouri
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What is a refugee?
Refugees are: ‘people who are outside their county of nationality or their usual country of residence and are unable or unwilling to return or to seek the protection of that country due to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group, or political opinion’.
(UNHCR Regional Office)
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TEACHING VALUES
Tolerance & Understandin
g
Respect
Responsibility
Social Justice
Excellence
Care
Inclusion & Trust
Honesty
Freedom
Being Ethical
Amnesty International Australia. (2010).
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Obstacles
• Traumatic experiences• Language Barriers• Parent Resistance• Identity• Discrimination• Socioeconomic
Conditions• Cultural Shock
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How can this be identified in the classroom?
• Explosive Anger• Problems with
Authority • Rule Testing
• Difficulties Concentrating
• Withdrawal• Age Inappropriate
Behaviour
These obstacles and behaviours could have an adverse affect on the quality of learning
that the student receives.
(Strekalova, E & Hoot, J.L. 2008)
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Managing the Classroom
Seating Arrangement
• Front of Class• Mixed-ability
grouping
Organisations
• Gather information
• Access a translator
Literacy
• Clear, simple instruction
• Extra homework• Support
Programs
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APPRECIATEDIVERSIT
Y
Socialisation
Building Relationship
s
Inform
EducateAcknowledge
Awareness
Assist
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References• Ajdukovic, M. (1998). Displaced Adolescents in Croatia: Sources of Stress and Posttraumatic Stress
Reaction. Adolescence, 33(129), 209-217.• Amnesty International Australia. (2010). Retrieved March 27, 2011, from Amnesty International:
http://www.amnesty.org.au/• Bash, L. (2005). Identity, Boundary and Schooling: Perspectives on the Experiences and Perceptions of
Refugee Children. Intercultural Education, 16(4), 351-366.• Buehl, D. (2009). Classroom Strategies for Interactive Learning (3rd Edition ed.). Chicago: International
Reading Association.• Dennis, J. 2002. A Case for Change. How Refugee Children in England are Missing Out. London: The
Children’s Society, Refugee Council and Save the Children.• Latest News From Refugee Council of Australia. (2011). Retrieved March 28, 2011, from Refugee Council of
Australia: http://www.refugeecouncil.org.au/index.html• Marriott, K. 2001. Living in limbo: Young separated refugees in the West Midlands. West Midlands: Save
the Children.• McBrien, J. L. (2005). Educational Needs and Barriers For Refugee Students in the United States: A review
of the literature. Review of Educational Research , 75 (3), 329-364.• Rutter, J. 2003. Working with refugee children. York: Joseph Rowntree Foundation.• Stanley, K. 2001. Cold comfort. Young separated refugees in England. London: Save the Children.• Strekalova, E & Hoot, J.L. (2008) What Is Special about Special Needs of Refugee Children? Guidelines for
Teachers. Multicultural Education, 16(1), 21-24 • UNHCR Regional Office - Australia, New Zealand, Papua New Guinea, and the Pacific. (2011). About
Refugees. (Bewebbed Pty Ltd) Retrieved March 27, 2011, from The United Nations High Commissioner for Refugees: http://unhcr.org.au/unhcr/index.php?option=com_content&view=article&id=179:about-refugees&catid=25:about-us&Itemid=54