611
Views
6
CrossRef citations to date
0
Altmetric
Articles

Creating ‘advantageous’ spaces for migrant and refugee youth in regional areas: a local approach

ORCID Icon

References

  • Acharya, M. (2018, August 9). Australia to trial new ways for settling migrants in regional areas. SBS. Retrieved from https://www.sbs.com.au/yourlanguage/hindi/en/article/2018/08/09/new-ways-being-trialled-settle-migrants-regional-australia
  • Albright, J., & Hartman, D. (2018). Introduction: On doing field analysis. In J. Albright, D. Hartman, & J. Widin (Eds.), Bourdieu’s field theory and the social sciences (pp. 1–15). Singapore: Palgrave Macmillan, Singapore.
  • Australian Bureau of Statistics (ABS). (2018). Migration Australia 2016–17. Retrieved from https://www.abs.gov.au/AUSSTATS/[email protected]/mf/3412.0
  • Australian Curriculum, Assessment and Reporting Authority (ACARA). (2019). My school. Retrieved from https://www.myschool.edu.au
  • Baxendale, R. (2018, October 9). New incentives will be offered to migrants who settle outside of cities. The Australian. Retrieved from https://www.theaustralian.com.au/
  • Boese, M., & Phillips, M. (2017). The role of local government in migrant and refugee settlement in regional and rural Australia. Australian Journal of Social Issues, 52(4), 388–404. doi: 10.1002/ajs4.26
  • Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.
  • Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. London: Routledge & Kegan Paul.
  • Bourdieu, P. (1990). In other words: Essays towards a reflexive sociology. Cambridge: Polity Press.
  • Bourdieu, P., & Wacquant, L. (1992). An invitation to reflexive sociology (1st ed.). Chicago, IL: University of Chicago Press.
  • Convention on the Rights of the Child. (1989). United Nations, Doc. A/RES/44/25.
  • Correa-Velez, I., Gifford, S., McMichael, C., & Sampson, R. (2017). Predictors of secondary completion among refugee youth 8 to 9 years after resettlement in Melbourne, Australia. International Migration & Integration, 18(1), 791–805. doi: 10.1007/s12134-016-0503-z
  • Cross, R. (2012). Reclaiming the territory: Understanding the specialist knowledge of ESL education for literacy, curriculum, and multilingual learners. TESOL in Context, 22(1), 4–17.
  • Cuervo, H., & Acquaro, D. (2018). Exploring metropolitan university pre-service teacher motivations and barriers to teaching in rural schools. Asia-Pacific Journal of Teacher Education, 46(4), 384–398. doi: 10.1080/1359866X.2018.1438586
  • de Jong, E. J., Harper, C. A., & Coady, M. R. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory into Practice, 52(2), 89–97. doi: 10.1080/00405841.2013.770326
  • Department of Education and Training (DET). (2019). EAL funding program. Retrieved from https://www.education.vic.gov.au/school/teachers/management/finance/Pages/srpref026.aspx
  • Easthope, H., Stone, W., & Cheshire, L. (2018). The decline of ‘advantageous disadvantage’ in gateway suburbs in Australia. Urban Studies, 55(9), 1904–1923. doi: 10.1177/0042098017700791
  • Edwards, S. (2014). Supporting English language learners: New Zealand secondary mainstream teachers’ knowledge and use of recommended teaching resources and strategies. New Zealand Journal of Educational Studies, 49(1), 43–58.
  • Gale, T., & Lingard, B. (2015). Evoking and provoking Bourdieu in educational research. Cambridge Journal of Education, 45(1), 1–8. doi: 10.1080/0305764X.2014.998626
  • Golebiowska, K., Elnasri, A. B., & Withers, G. (2017). Responding to negative public attitudes towards immigration through analysis and policy. In K. Natascha & O. Dun (Eds.), Population, migration and settlement in Australia and the Asia-Pacific: In memory of Graeme Hugo (pp. 63–82). New York, NY: Routledge Taylor & Francis Group.
  • Halsey, J. (2018). Independent review into regional, rural, and remote education. Retrieved from https://www.education.gov.au/independent-review-regional-rural-and-remote-education
  • Hansen-Thomas, H., Richins, L., Kakkar, K., & Okeyo, C. (2016). I do not feel I am properly trained to help them! Professional Development in Education, 42(2), 308–324. doi: 10.1080/19415257.2014.973528
  • Hulse, K., Pawson, H., Reynolds, M., & Herath, S. (2014). Disadvantaged places in urban Australia: Analysing socio-economic diversity and housing market performance (AHURI Final Report No. 225). Melbourne: Australian Housing and Urban Research Institute Limited. Retrieved from https://www.ahuri.edu.au/research/final-reports/225
  • Kainth, S. (2018, October 15). New plan to settle migrants in regional areas. SBS. Retrieved from https://www.sbs.com.au/yourlanguage/punjabi/en/article/2018/08/29/new-migrants-may-have-live-regional-australia-5-years
  • Major, J., Wilkinson, J., Langat, K., & Santoro, N. (2013). Sudanese young people of refugee background in rural and regional Australia. Australian and International Journal of Rural Education, 23(3), 95–105.
  • Mellom, P., Straubhaar, R., Balderas, C., Ariail, M., & Portes, P. (2018). They come with nothing. Teaching and Teacher Education, 71(1), 91–107.
  • Miller, J. (2011). Teachers’ work in culturally and linguistically diverse schools. Teachers and Teaching: Theory and Practice, 17(4), 451–466. doi: 10.1080/13540602.2011.580521
  • Murie, A., & Musterd, S. (2004). Social exclusion and opportunity structures in European cities and neighbourhoods. Urban Studies, 41(8), 1441–1459. doi: 10.1080/0042098042000226948
  • Reay, D. (1998). Cultural reproductions: Mothers’ involvement in their children’s primary schooling. In M. Grenfell, D. James, & D. James (Eds.), Bourdieu and education: Acts of practical theory (pp. 55–70). London: Routledge.
  • Reay, D. (2004). ‘It’s all becoming a habitus’: Beyond the habitual use of habitus in educational research. British Journal of Sociology of Education, 24(4), 431–444. doi: 10.1080/0142569042000236934
  • Reay, D., David, M. E., & Ball, S. (2005). Degrees of choice: Social class, race and gender in higher education. Stoke-on-Trent: Trentham Books.
  • Reeves, J. (2006). Secondary teacher attitudes toward including English-language learners in mainstream classrooms. The Journal of Educational Research, 99(3), 131–143. doi: 10.3200/JOER.99.3.131-143
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 102–119). New York, NY: Macmillan.
  • Santoro, N., & Wilkinson, J. (2016). Sudanese young people building capital in rural Australia. Ethnography and Education, 11(1), 107–120. doi:10.1080/17457823.2015.1073114.
  • Sharkey, J. (2018). The promising potential role of intercultural citizenship in preparing mainstream teachers for im/migrant populations. Language Teaching Research, 22(5), 570–589. doi: 10.1177/1362168817718577
  • Shwayli, S., & Barnes, M. (2018). Reconstructing identities in Australia: Iraqi Muslim women’s pursuit of cultural, social and economic capital. Women’s Studies International Forum, 71, 95–102. doi: 10.1016/j.wsif.2018.08.006
  • Spear-Swerling, L., & Zibulsky, J. (2014). Marking time for literacy: Teacher knowledge and time allocation in instructional planning. Reading and Writing: An Interdisciplinary Journal, 27(8), 1353–1378. doi: 10.1007/s11145-013-9491-y
  • Taylor, A., Bell, L., & Gerritsen, R. (2014). Benefits of skilled migration programs for regional Australia. Journal of Economic and Social Policy, 16(1), 1–23.
  • Thompson, K. (2015). English learners’ time to reclassification. Educational Policy, 31(3), 330–363. doi: 10.1177/0895904815598394
  • Victorian Curriculum and Assessment Authority (VCAA). (2012). English as an additional language (EAL) companion to AUSVELS. Retrieved from https://www.vcaa.vic.edu.au/Documents/auscurric/EAL_companion_to_AusVELS.pdf
  • Vinson, T., & Rawsthorn, M. (2015). Dropping off the edge 2015. Curtin, ACT: Catholic Social Services.
  • Walker, A., Shafer, J., & Iiams, M. (2004). ‘Not in my classroom’: Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal of Research and Practice, 2(1), 130–160.
  • Wilkinson, J. (2018). We’re going to call our kids “African Aussies”. In J. Wilkinson & L. Bristol (Eds.), Educational leadership as a culturally-constructed practice: New directions and possibilities (Vol. 194, pp. 54–74). Abingdon: Routledge Research in Education Routledge.
  • Wilkinson, J., & Langat, K. (2012). Exploring educators’ practices for African students from refugee backgrounds in an Australian regional high school. Australasian Review of African Studies, 33(2), 158–177.
  • Wilkinson, J., Santoro, N., & Major, J. (2017). Sudanese refugee youth and educational success. International Journal of Intercultural Relations, 60, 210–219. doi: 10.1016/j.ijintrel.2017.04.003
  • Windle, J. A., & Miller, J. M. (2013). Marginal integration. In L. Bartlett & A. Ghaffar-Kucher (Eds.), Refugees, immigrants, and education in the Global South: Lives in motion (pp. 196–210). New York, NY: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.