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International Journal of Qualitative Studies in Education Volume 29, 2016 - Issue 3
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Articles

“It will be hard because I will have to learn lots of English”: experiences of education for children newly arrived in Australia

Nathaniel de HeerSchool of Psychology, The University of Adelaide, Adelaide, AustraliaView further author information
,
Clemence DueSchool of Psychology, The University of Adelaide, Adelaide, AustraliaCorrespondence[email protected]
View further author information
,
Damien W. RiggsSchool of Social Work and Social Policy, Flinders University, Adelaide, AustraliaView further author information
&
Martha AugoustinosSchool of Psychology, The University of Adelaide, Adelaide, AustraliaView further author information
Pages 297-319 | Received 15 Aug 2013, Accepted 13 Jan 2015, Published online: 01 Jun 2015

Citations (14)

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Read on this site (6)

Malin Brännström & Andreas Ottemo. (2022) Struggling to teach “those who struggle”. The education of newly arrived students with limited schooling in two Swedish compulsory schools. Education Inquiry 0:0, pages 1-18.
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Antonija Vrdoljak, Nikolina Stanković, Dinka Čorkalo Biruški, Margareta Jelić, Rachel Fasel & Fabrizio Butera. (2022) “We would love to, but…”—needs in school integration from the perspective of refugee children, their parents, peers, and school staff. International Journal of Qualitative Studies in Education 0:0, pages 1-18.
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Sally Baker, Clemence Due & Megan Rose. (2021) Transitions from education to employment for culturally and linguistically diverse migrants and refugees in settlement contexts: what do we know?. Studies in Continuing Education 43:1, pages 1-15.
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Alison Wrench, Hannah Soong, Kathy Paige & Robyne Garrett. (2018) Building spaces of hope with refugee and migrant-background students. International Journal of Inclusive Education 22:11, pages 1197-1212.
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Emily Miller, Tahereh Ziaian & Adrian Esterman. (2018) Australian school practices and the education experiences of students with a refugee background: a review of the literature. International Journal of Inclusive Education 22:4, pages 339-359.
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Clemence Due, Damien W. Riggs & Martha Augoustinos. (2016) Experiences of School Belonging for Young Children With Refugee Backgrounds. Educational and Developmental Psychologist 33:1, pages 33-53.
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Articles from other publishers (8)

Jeanette A. Lawrence, Ida Kaplan, Dina Korkees, Mardi Stow & Agnes E. Dodds. (2022) Perspectives and feelings of refugee children from Syria and Iraq about places and relations as they resettle in Australia. Transcultural Psychiatry 60:1, pages 52-61.
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Anna Ziersch & Clemence Due. 2023. Handbook of Social Sciences and Global Public Health. Handbook of Social Sciences and Global Public Health 1 18 .
Barbara Gornik. (2022) (Methodological) nationalism and academic debates on the integration of migrant children. Studies in Ethnicity and Nationalism 22:2, pages 69-84.
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Nina Maadad, I. Gusti Ngurah Darmawan & Salah Kutieleh. 2022. Discourses of Globalisation, Multiculturalism and Cultural Identity. Discourses of Globalisation, Multiculturalism and Cultural Identity 141 162 .
Sonja Arndt. (2020) Editorial: The #YearOfWelcome: Shifting attitudes, policy and practice in education?. Policy Futures in Education 18:2, pages 193-199.
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Jess R. Baker, Shanti Raman, Jane Kohlhoff, Ajesh George, Catherine Kaplun, Ann Dadich, Catherine T. Best, Amit Arora, Karen Zwi, Virginia Schmied & Valsamma Eapen. (2019) Optimising refugee children’s health/wellbeing in preparation for primary and secondary school: a qualitative inquiry. BMC Public Health 19:1.
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Angela Rose. (2018) The role of teacher agency in refugee education. The Australian Educational Researcher 46:1, pages 75-91.
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Clemence Due & Damien W. Riggs. (2016) Care for Children with Migrant or Refugee Backgrounds in the School Context. Children Australia 41:3, pages 190-200.
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