Becoming Australian: a review of southern Sudanese students’ educational experiences

Article


Sellars, Maura and Murphy, H. 2017. Becoming Australian: a review of southern Sudanese students’ educational experiences. International Journal of Inclusive Education. 22 (5), pp. 490-509.
AuthorsSellars, Maura and Murphy, H.
Abstract

This research presents a review of the literature around meeting students’ learning needs in Australian schools. It is referenced to one group of students with refugee experience who have been in Australian schools for over 15 years; students with a background of oracy from Southern Sudan. The development of psychological health and literacy competencies are two of the most critical and complex responsibilities undertaken by education, and, in the case of these students two of the most significant when considered in relation to successful settlement, acculturation and assimilation. In presenting this literature, the bigger picture of how schools can fail, not only these students, but for any number of students from diverse backgrounds, becomes startlingly obvious, as do the ways in which the current political agenda inherent in the public education system in Australia privileges students of specific class and culture. Finally, recommendations are made regarding the development of policy and the concentration on pedagogical practices which acknowledge and respect the strengths and capabilities of this group of students.

JournalInternational Journal of Inclusive Education
Journal citation22 (5), pp. 490-509
ISSN1360-3116
Year2017
PublisherTaylor & Francis
Accepted author manuscript
Digital Object Identifier (DOI)doi:10.1080/13603116.2017.1373308
Web address (URL)https://doi.org/10.1080/13603116.2017.1373308
Publication dates
Online06 Sep 2017
Publication process dates
Deposited02 Aug 2018
Accepted26 Aug 2017
Accepted26 Aug 2017
Copyright information© 2017 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 06/09/2017, available online: http://www.tandfonline.com/10.1080/13603116.2017.1373308.
LicenseAll rights reserved (under embargo)
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