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International Journal of Inclusive Education Volume 22, 2018 - Issue 5
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Articles

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

Maura SellarsSchool of Education, University of Newcastle, Callaghan, NSW, AustraliaCorrespondence[email protected]
&
Helen MurphySchool of Psychology, University of East London, London, UK
Pages 490-509 | Received 11 Jan 2017, Accepted 26 Aug 2017, Published online: 06 Sep 2017

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Maura Sellars. (2023) Radical acceptance: teachers who support students with migrant, refugee, and asylum seeker backgrounds. Teachers and Teaching 29:5, pages 528-541.
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Elena Makarova, Anna K. Döring, Petra Auer, Judith ‘t Gilde & Dina Birman. (2023) School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors. Educational Review 75:2, pages 324-347.
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Susanne Gannon, Rachael Jacobs & Danielle Tracey. (2021) Reducing vocational education inequality for students from refugee backgrounds. International Journal of Inclusive Education 0:0, pages 1-17.
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Maura Sellars & Scott Imig. (2021) School leadership, reflective practice, and education for students with refugee backgrounds: a pathway to radical empathy. Intercultural Education 32:4, pages 417-429.
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Maura Sellars. (2021) Belonging and being: developing inclusive ethos. International Journal of Leadership in Education 0:0, pages 1-24.
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Bronagh Ćatibušić, Fiona Gallagher & Shadi Karazi. (2021) Syrian voices: an exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland. International Journal of Inclusive Education 25:1, pages 22-39.
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