Australian school practices and the education experiences of students with a refugee background: a review of the literature

References

• Abkhezr, Peyman, Mary McMahon, and Pieter Rossouw. 2015. “Youth with Refugee Backgrounds in Australia: Contextual and Practical Considerations for Career Counsellors.” Australian Journal of Career Development 24 (2): 71–80. doi: 10.1177/1038416215584406
   Web of Science ®Google Scholar
• ACARA (Australian Curriculum, Assessment and Reporting Authority). 2017. “National Assessment Program.” Accessed 27 June 2017. https://www.nap.edu.au/.
   Google Scholar
• Adesope, Olusola O., Tracy Lavin, Terri Thompson, and Charles Ungerleider. 2010. “A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism.” Review of Educational Research 80 (2): 207–245. doi:10.3102/0034654310368803.
   Web of Science ®Google Scholar
• Alford, J. H. 2014. ““Well, Hang on, They’re Actually Much Better Than That!”: Disrupting Dominant Discourses of Deficit About English Language Learners in Senior High School English.” English Teaching-Practice and Critique 13 (3): 71–88.
   Web of Science ®Google Scholar
• Arksey, Hilary, and Lisa O’Malley. 2005. “Scoping Studies: Towards a Methodological Framework.” International Journal of Social Research Methodology 8 (1): 19–32. doi: 10.1080/1364557032000119616
   Google Scholar
• Aveling, Nado. 2007. “Anti-racism in Schools: A Question of Leadership?” Discourse: Studies in the Cultural Politics of Education 28 (1): 69–85.
   Google Scholar
• Baak, Melanie. 2016. “Overcoming the ‘Hidden Injuries’ of Students from Refugee Backgrounds: The Importance of Caring Teacher–Student Relationships.” In Challenging Dominant Views on Student Behaviour at School, 145–161. Singapore: Springer.
   Google Scholar
• Ball, Stephen J., Meg Maguire, Annette Braun, and Kate Hoskins. 2011. “Policy Subjects and Policy Actors in Schools: Some Necessary but Insufficient Analyses.” Discourse: Studies in the Cultural Politics of Education 32 (4): 611–624. doi:10.1080/01596306.2011.601564.
   Web of Science ®Google Scholar
• Block, Karen, Suzanne Cross, Elisha Riggs, and Lisa Gibbs. 2014. “Supporting Schools to Create an Inclusive Environment for Refugee Students.” International Journal of Inclusive Education 18 (12): 1337–1355. doi: 10.1080/13603116.2014.899636
   Web of Science ®Google Scholar
• Bourke, Roseanna, and Judith Loveridge. 2014. ““Radical Collegiality” Through Student Voice: Challenging Our Understandings of Educational Experience, Policy and Practice.” New Zealand Journal of Educational Studies 49 (2): 126–130.
   Google Scholar
• Braun, Annette, Meg Maguire, and Stephen J. Ball. 2010. “Policy Enactments in the UK Secondary School: Examining Policy, Practice and School Positioning.” Journal of Education Policy 25 (4): 547–560. doi:10.1080/02680931003698544.
   Web of Science ®Google Scholar
• Brown, Jill, Jenny Miller, and Jane Mitchell. 2006. “Interrupted Schooling and the Acquisition of Literacy: Experiences of Sudanese Refugees in Victorian Secondary Schools.” Australian Journal of Language and Literacy 29 (2): 150.
   Google Scholar
• Brown, Taram, and Louie F. Rodríguez. 2009. “School and the co-Construction of Dropout.” International Journal of Qualitative Studies in Education 22 (2): 221–242. doi: 10.1080/09518390802005570
   Google Scholar
• Burridge, Nina, John Buchanan, and Andrew Chodkiewicz. 2009. “Dealing with Difference: Building Culturally Responsive Classrooms.” Cosmopolitan Civil Societies: An Interdisciplinary Journal 1 (3): 68–83.
   Google Scholar
• Cassity, Elizabeth Anne, and Greg Gow. 2005. “Making Up for Lost Time: The Experiences of Southern Sudanese Young Refugees in High Schools.” Youth Studies Australia 24 (3): 51–55.
   Google Scholar
• Cassity, Elizabeth Anne, and Greg Gow. 2006. Making Up for Lost Time: Young African Refugees in Western Sydney High Schools. Penrith South, NSW: University of Western Sydney, Centre for Cultural Research.
   Google Scholar
• Chodkiewicz, Andrew, and Nina Burridge. 2013. “Addressing Diversity in Schools: Policies, Programs and Local Realities.” In ‘For Those Who’ve come Across the Seas’: Australian Multicultural Theory, Policy and Practice, edited by Andrew Jakubowicz, and Christina Ho, 210–222. North Melbourne,VIC: Australian Scholarly.
   Google Scholar
• Christie, Pam, and Ravinder Sidhu. 2002. “Responding to Globalisation: Refugees and the Challenges Facing Australian Schools.” Mots Pluriels 21 (May).
   Google Scholar
• Christie, Pam, and Ravinder Sidhu. 2006. “Governmentality and “Fearless Speech”: Framing the Education of Asylum Seeker and Refugee Children in Australia.” Oxford Review of Education 32 (4): 449–465. doi: 10.1080/03054980600884177
   Web of Science ®Google Scholar
• Cook-Sather, Alison. 2006. “Sound, Presence, and Power: “Student Voice” in Educational Research and Reform.” Curriculum Inquiry 36 (4): 359–390. doi:10.1111/j.1467-873X.2006.00363.x.
   Web of Science ®Google Scholar
• Correa-Velez, Ignacio, Sandra M. Gifford, and Adrian G. Barnett. 2010. “Longing to Belong: Social Inclusion and Wellbeing among Youth with Refugee Backgrounds in the First Three Years in Melbourne, Australia.” Social Science & Medicine 71 (8): 1399–1408. doi: 10.1016/j.socscimed.2010.07.018
   PubMed Web of Science ®Google Scholar
• Correa-Velez, Ignacio, Sandra M. Gifford, Celia McMichael, and Robyn Sampson. 2016. “Predictors of Secondary School Completion among Refugee Youth 8 to 9 Years after Resettlement in Melbourne, Australia.” Journal of International Migration and Integration 18: 791–805. doi: 10.1007/s12134-016-0503-z
   Web of Science ®Google Scholar
• Datnow, Amanda, Lea Hubbard, and Hugh Mehan. 2002. Extending Educational Reform: From one School to Many, Educational Change and Development Series. London: Routledge Falmer.
   Google Scholar
• de Heer, Nathaniel, Clemence Due, Damien W. Riggs, and Martha Augoustinos. 2016. ““It Will Be Hard Because I Will Have to Learn Lots of English”: Experiences of Education for Children Newly Arrived in Australia.” International Journal of Qualitative Studies in Education (QSE) 29 (3): 297–319. doi: 10.1080/09518398.2015.1023232
   Web of Science ®Google Scholar
• DIBP (Department of Immigration and Border Protection). 2016. “Fact sheet – Australia’s Refugee and Humanitarian Programme.” Accessed 12 September 2016.
   Google Scholar
• DIBP (Department of Immigration and Border Protection). 2017. “Australia’s response to the Syrian and Iraqi humanitarian crisis.” Accessed 15 March 2017. https://www.border.gov.au/Trav/Refu/response-syrian-humanitarian-crisis.
   Google Scholar
• Dijkshoorn, Anna. 2016. “Inclusive Education for Refugees and Asylum Seeking Children: A Systematic Literature Review.” Independent thesis Advanced level (degree of Master (One Year)) Student thesis. School of Health and Welfare, Jönköping University.
   Google Scholar
• Dixon-Woods, Mary, Shona Agarwal, David Jones, Bridget Young, and Alex Sutton. 2005. “Synthesising Qualitative and Quantitative Evidence: A Review of Possible Methods.” Journal of Health Services Research & Policy 10 (1): 45–53. doi: 10.1177/135581960501000110
   PubMedGoogle Scholar
• Dooley, Karen. 2008. “Re-thinking Pedagogy for Middle School Students with Little, No or Severely Interrupted Schooling.” English Teaching 8 (1): 5–22.
   Google Scholar
• Dooley, Karen Teresa, and Pavithiran Thangaperumal. 2011. “Pedagogy and Participation: Literacy Education for Low-Literate Refugee Students of African Origin in a Western School System.” Language and Education 25 (5): 385–397. doi: 10.1080/09500782.2011.573075
   Web of Science ®Google Scholar
• Due, Clemence, and Damien Riggs. 2009. “Moving Beyond English as a Requirement to “Fit In”: Considering Refugee and Migrant Education in South Australia.” Refuge 26 (2): 55.
   Google Scholar
• Due, Clemence, and Damien Riggs. 2010. “Playing at the Edges: Use of Playground Spaces in South Australian Primary Schools with New Arrivals Programmes.” Social Geography 5 (1): 25–37. doi: 10.5194/sg-5-25-2010
   Google Scholar
• Due, Clemence, and Damien Riggs. 2011. “Freedom to Roam?: Use of Schoolyard Space in Primary Schools with New Arrivals Programs.” International Research in Early Childhood Education 2 (1). doi:10.4225/03/5820fc83ee4fd.
   Google Scholar
• Due, Clemence, Damien W. Riggs, and Mia Mandara. 2015. “Educators’ Experiences of Working in Intensive English Language Programs: The Strengths and Challenges of Specialised English Language Classrooms for Students with Migrant and Refugee Backgrounds.” Australian Journal of Education 59 (2): 169–181. doi:10.1177/0004944115587365.
   Web of Science ®Google Scholar
• Dumenden, Iris E. 2011. “Agency as the Acquisition of Capital: The Role of One-On-One Tutoring and Mentoring in Changing a Refugee Student’s Educational Trajectory.” European Educational Research Journal 10 (4): 472–483. doi: 10.2304/eerj.2011.10.4.472
   Google Scholar
• Dumenden, Iris E., and Rebecca English. 2013. “Fish Out of Water: Refugee and International Students in Mainstream Australian Schools.” International Journal of Inclusive Education 17 (10): 1078–1088. doi: 10.1080/13603116.2012.732120
   Web of Science ®Google Scholar
• Earnest, Jaya, Andrew Joyce, Gabriella de Mori, and Genevieve Silvagni. 2010. “Are Universities Responding to the Needs of Students from Refugee Backgrounds?” Australian Journal of Education 54 (2): 155–174. doi: 10.1177/000494411005400204
   Web of Science ®Google Scholar
• Earnest, Jaya, Ruth Mansi, Sara Bayati, Joel Anthony Earnest, and Sandra C Thompson. 2015. “Resettlement Experiences and Resilience in Refugee Youth in Perth, Western Australia.” BMC Research Notes 8: 155. doi: 10.1186/s13104-015-1208-7
   PubMedGoogle Scholar
• Ferfolja, Tania. 2009. “The Refugee Action Support Program: Developing Understandings of Diversity.” Teaching Education 20 (4): 395–407. doi: 10.1080/10476210902741239
   Google Scholar
• Ferfolja, Tania, Florence McCarthy, Loshini Naidoo, Margaret Vickers, and A. Hawker. 2007. “Interim Report.” In Refugee Action Support (RAS) Program: A Collaborative Initiative Between the University of Western Sydney, the Australian Numeracy and Literacy Foundation, and the NSW Department of Education and Training. Sydney: University of Western Sydney.
   Google Scholar
• Ferfolja, Tania, Florence McCarthy, Loshini Naidoo, Margaret Vickers, and A. Hawker. 2009. Refugee Action Support Program: Research Evaluation 2009. Sydney: University of Western Sydney.
   Google Scholar
• Ferfolja, Tania, and Loshini Naidoo. 2010. Supporting Refugee Students Through the Refugee Action Support (RAS) Program: What Works in Schools. Penrith, NSW: University of Western Sydney.
   Google Scholar
• Ferfolja, Tania, and Margaret Vickers. 2010. “Supporting Refugee Students in School Education in Greater Western Sydney.” Critical Studies in Education 51 (2): 149–162. doi: 10.1080/17508481003731034
   Web of Science ®Google Scholar
• Fielding, Michael. 2004. “Transformative Approaches to Student Voice: Theoretical Underpinnings, Recalcitrant Realities.” British Educational Research Journal 30 (2): 295–311. doi:10.1080/0141192042000195236.
   Web of Science ®Google Scholar
• Forrest, James, Garth Lean, and Kevin Dunn. 2016. “Challenging Racism Through Schools: Teacher Attitudes to Cultural Diversity and Multicultural Education in Sydney, Australia.” Race Ethnicity and Education 19 (3): 618–638. doi: 10.1080/13613324.2015.1095170
   Web of Science ®Google Scholar
• Francis, Steven, and Sarah Cornfoot. 2007. Working with Multicultural Youth: Programs Strategies and Future Directions. Canberra: Centre for Multicultural Youth Issues.
   Google Scholar
• Gifford, Sandra. 2007. “Promoting the Potential of Youth from Refugee Backgrounds.” Migration Action 30 (2): 15–17.
   Google Scholar
• Gifford, Sandra M., Ignacio Correa-Velez, and Robyn Sampson. 2009. Good Starts for Recently Arrived Youth with Refugee Backgrounds : Promoting Wellbeing in the First Three Years of Settlement in Melbourne, Australia. Melbourne: La Trobe Refugee Research Centre.
   Google Scholar
• Görlich, Anne, and Noemi Katznelson. 2015. “Educational Trust: Relational and Structural Perspectives on Young People on the Margins of the Education System.” Educational Research 57 (2): 201–215. doi: 10.1080/00131881.2015.1030857
   Web of Science ®Google Scholar
• Grant, Maria J, and Andrew Booth. 2009. “A Typology of Reviews: an Analysis of 14 Review Types and Associated Methodologies.” Health Information & Libraries Journal 26 (2): 91–108. doi: 10.1111/j.1471-1842.2009.00848.x
   PubMed Web of Science ®Google Scholar
• Gunasekera, Sashya, Stephen Houghton, Kenneth Glasgow, and Christopher Boyle. 2014. “From Stability to Mobility: African Secondary School Aged Adolescents’ Transition to Mainstream Schooling.” The Australian Educational and Developmental Psychologist 31 (1): 1–17. doi: 10.1017/edp.2014.4
   Google Scholar
• Gutiérrez, K. D., P. Z. Morales, and D. C. Martinez. 2009. “Re-mediating Literacy: Culture, Difference, and Learning for Students from Nondominant Communities.” Review of Research in Education 33 (1): 212–245. doi: 10.3102/0091732X08328267
   Web of Science ®Google Scholar
• Hatoss, Aniko, and Henk Huijser. 2010. “Gendered Barriers to Educational Opportunities: Resettlement of Sudanese Refugees in Australia.” Gender and Education 22 (2): 147–160. doi: 10.1080/09540250903560497
   Web of Science ®Google Scholar
• Hatoss, Aniko, Shirley O’Neill, and Douglas Eacersall. 2012. “Career Choices: Linguistic and Educational Socialization of Sudanese-Background High-School Students in Australia.” Linguistics and Education: An International Research Journal 23 (1): 16–30. doi: 10.1016/j.linged.2011.10.003
   Google Scholar
• Hattie, John, and Gregory C. R. Yates. 2013. Visible Learning and the Science of How We Learn. London: Routledge.
   Google Scholar
• Hek, Rachel. 2005a. The Experiences and Needs of Refugee and Asylum Seeking Children in the UK: A Literature Review. Birmingham: University of Birmingham.
   Google Scholar
• Hek, Rachel. 2005b. “The Role of Education in the Settlement of Young Refugees in the UK: The Experiences of Young Refugees.” Practice 17 (3): 157–171. doi:10.1080/09503150500285115.
   Google Scholar
• Hewson, Sandra May. 2006. “Inside Out: Boys’ Voices: Identity and Refugee Students in a Secondary School.” In TESOL in Context – Tales out of School Identity and English Language Teaching, edited by Kate Cadman, and Kerry O'Regan, 34–48. Adelaide: ACTA.
   Google Scholar
• Hutchinson, Jo, and Kelly Kettlewell. 2015. “Education to Employment: Complicated Transitions in a Changing World.” Educational Research 57 (2): 113–120. doi: 10.1080/00131881.2015.1030848
   Web of Science ®Google Scholar
• Jamal Al-deen, Taghreed, and Joel Windle. 2015. “The Involvement of Migrant Mothers in Their Children's Education: Cultural Capital and Transnational Class Processes.” International Studies in Sociology of Education 25 (4): 278–295. doi: 10.1080/09620214.2015.1083404
   Web of Science ®Google Scholar
• Keddie, Amanda. 2012a. “Pursuing Justice for Refugee Students: Addressing Issues of Cultural (Mis)Recognition.” International Journal of Inclusive Education 16 (12): 1295–1310. doi: 10.1080/13603116.2011.560687
   Web of Science ®Google Scholar
• Keddie, Amanda. 2012b. “Refugee Education and Justice Issues of Representation, Redistribution and Recognition.” Cambridge Journal of Education 42 (2): 197–212. doi: 10.1080/0305764X.2012.676624
   Web of Science ®Google Scholar
• Kenway, Jane. 2013. “Challenging Inequality in Australian Schools: Gonski and Beyond.” Discourse: Studies in the Cultural Politics of Education 34 (2): 286–308.
   Web of Science ®Google Scholar
• King, Svetlana M., and Laurence Owens. 2015. “The Schooling Experiences of African Youth from Refugee Backgrounds in South Australia: Key Findings and Implications for Educational Practice.” In Transforming the Future of Learning with Educational Research, edited by Helen Askell-Williams and IGI Global, 100–124. Hershey, PA: IGI Global.
   Google Scholar
• Major, Jae, Jane Wilkinson, Kip Langat, and Ninetta Santoro. 2013. “Sudanese Young People of Refugee Background in Rural and Regional Australia: Social Capital and Education Success.” Australian and International Journal of Rural Education 23 (3): 108–120.
   Google Scholar
• Marsh, Kathryn. 2012. “‘The Beat Will Make You be Courage’: The Role of a Secondary School Music Program in Supporting Young Refugees and Newly Arrived Immigrants in Australia.” Research Studies in Music Education 34 (2): 93–111. doi: 10.1177/1321103X12466138
   Google Scholar
• Matthews, Julie. 2008. “Schooling and Settlement: Refugee Education in Australia.” International Studies in Sociology of Education 18 (1): 31–45. doi: 10.1080/09620210802195947
   Google Scholar
• McBrien, J. Lynn 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. doi: 10.3102/00346543075003329
   Web of Science ®Google Scholar
• McMichael, Celia, Sandra Gifford, and Ignacio Correa-Velez. 2011. “Negotiating Family, Navigating Resettlement: Family Connectedness Amongst Resettled Youth with Refugee Backgrounds Living in Melbourne, Australia.” Journal of Youth Studies 14 (2): 179–195. doi: 10.1080/13676261.2010.506529
   Web of Science ®Google Scholar
• Mickan, Peter, Katrina Lucas, Brien Davies, and Mi-Ok Lim. 2007. “Socialisation and Contestation in an ESL Class of Adolescent African Refugees.” Prospect 22 (2): 4–24.
   Google Scholar
• Miller, Jennifer. 2009. “Teaching Refugee Learners with Interrupted Education in Science: Vocabulary, Literacy and Pedagogy.” International Journal of Science Education 31 (4): 571–592. doi: 10.1080/09500690701744611
   Web of Science ®Google Scholar
• Miller, Jenny, Jane Mitchell, and Jill Brown. 2005. “African Refugees with Interrupted Schooling in the High School Mainstream: Dilemmas for Teachers.” Prospect 20 (2): 19–33.
   Google Scholar
• Miller, Jennifer, Joel Austin Windle, and Lilly Yazdanpanah. 2014. “Planning Lessons for Refugee-Background Students: Challenges and Strategies.” International Journal of Pedagogies and Learning 9 (1): 38–48. doi: 10.1080/18334105.2014.11082018
   Google Scholar
• Mockler, Nicole, and Susan Groundwater-Smith. 2015. Engaging with Student Voice in Research, Education and Community: Beyond Legitimation and Guardianship. Springer. ISBN 978-3-319-01985-7 (eBook).
   Google Scholar
• Morland, Lyn, Julianne Duncan, Joyce Hoebing, Juanita Kirschke, and Laura Schmidt. 2005. “Bridging Refugee Youth and Children’s Services: A Case Study of Cross-Service Training.” Child Welfare 84 (5): 791.
   PubMed Web of Science ®Google Scholar
• Mwaiteleke, Pendo. 2011. “Experiences of Migrant Settlement Services as Competing Markets.” International Journal of the Humanities 9 (1): 109–124.
   Google Scholar
• Naidoo, Loshini. 2008. “Supporting African Refugees in Greater Western Sydney: A Critical Ethnography of After-School Homework Tutoring Centres.” Educational Research for Policy and Practice 7 (3): 139–150. doi: 10.1007/s10671-008-9046-1
   Google Scholar
• Naidoo, Loshini. 2009a. “Developing Social Inclusion Through After-School Homework Tutoring: A Study of African Refugee Students in Greater Western Sydney.” British Journal of Sociology of Education 30 (3): 261–273. doi: 10.1080/01425690902812547
   Web of Science ®Google Scholar
• Naidoo, Loshini. 2009b. “A Structuration Theory Analysis of the Refugee Action Support Program in Greater Western Sydney.” Australian Journal of Teacher Education 34 (4): 40–50. doi: 10.14221/ajte.2009v34n4.5
   Google Scholar
• Naidoo, Loshini. 2011. “What Works?: A Program of Best Practice for Supporting the Literacy Needs of Refugee High School Students.” Literacy Learning: The Middle Years 19 (1): 29–38.
   Google Scholar
• Naidoo, Loshini. 2012. “Refugee Action Support: Crossing Borders in Preparing Pre-Service Teachers for Literacy Teaching in Secondary Schools in Greater Western Sydney.” International Journal of Pedagogies and Learning 7 (3): 266–274. doi: 10.5172/ijpl.2012.7.3.266
   Google Scholar
• Naidoo, Loshini. 2013. “Refugee Action Support: An Interventionist Pedagogy for Supporting Refugee Students’ Learning in Greater Western Sydney Secondary Schools.” International Journal of Inclusive Education 17 (5): 449–461. doi: 10.1080/13603116.2012.683048
   Web of Science ®Google Scholar
• Naidoo, Loshini. 2015a. “Educating Refugee-Background Students in Australian Schools and Universities.” Intercultural Education 26 (3): 210–217. doi: 10.1080/14675986.2015.1048079
   Web of Science ®Google Scholar
• Naidoo, Loshini. 2015b. “Imagination and Aspiration: Flames of Possibility for Migrant Background High School Students and Their Parents.” Australian Journal of Teacher Education 40 (3): 15.
   Web of Science ®Google Scholar
• Neumann, Klaus, Sandra M. Gifford, Annika Lems, and Stefanie Scherr. 2014. “Refugee Settlement in Australia: Policy, Scholarship and the Production of Knowledge, 1952 − 2013.” Journal of Intercultural Studies 35 (1): 1–17. doi: 10.1080/07256868.2013.864629
   Google Scholar
• Olagookun, Olalekan, and Julie White. 2017. “Including Students from Refugee Backgrounds in Australian Schools.” In Inclusive Education: Making Sense of Everyday Practice, edited by V. Plows, and B. Whitburn, 95–105. Rotterdam: Sense Publishers.
   Google Scholar
• Oliver, Mike. 2012. “Standing up, Reaching Out and Letting Go: Experiences of Resilience and School Engagement for African High Schoolers from Refugee Backgrounds.” TheAustralasian Review of African Studies, 33 (1): 151.
   Google Scholar
• Oliver, Rhonda, Yvonne Haig, and Ellen Grote. 2009. “Addressing the Educational Challenges Faced by African Refugee Background Students: Perceptions of West Australian Stakeholders.” TESOL in Context 19 (1): 23.
   Google Scholar
• Pecek, Mojca, Ivan Cuk, and Irena Lesar. 2008. “Teachers’ Perceptions of the Inclusion of Marginalised Groups.” Educational Studies 34 (3): 225–239. doi: 10.1080/03055690701811347
   Web of Science ®Google Scholar
• Pugh, Karen, Danielle Every, and Robert Hattam. 2012. “Inclusive Education for Students with Refugee Experience: Whole School Reform in a South Australian Primary School.” The Australian Educational Researcher 39 (2): 125–141. doi: 10.1007/s13384-011-0048-2
   Web of Science ®Google Scholar
• Renzaho, Andre, Marita McCabe, and W. J. Sainsbury. 2011. “Parenting, Role Reversals and the Preservation of Cultural Values among Arabic Speaking Migrant Families in Melbourne, Australia.” International Journal of Intercultural Relations 35 (4): 416–424. doi: 10.1016/j.ijintrel.2010.09.001
   Web of Science ®Google Scholar
• Riggs, Damien W, and Clemence Due. 2010. “Friendship, Exclusion and Power: A Study of Two South Australian Schools with New Arrivals Programs.” Australasian Journal of Early Childhood 35 (4): 73–80.
   Google Scholar
• Riggs, Damien W, and Clemence Due. 2011. “(Un) Common Ground?: English Language Acquisition and Experiences of Exclusion Amongst New Arrival Students in South Australian Primary Schools.” Identities 18 (3): 273–290. doi: 10.1080/1070289X.2011.635373
   Web of Science ®Google Scholar
• Sainsbury, W. J., and Andre Renzaho. 2011. “Educational Concerns of Arabic Speaking Migrants from Sudan and Iraq to Melbourne: Expectations on Migrant Parents in Australia.” International Journal of Educational Research 50 (5): 10.
   Google Scholar
• Sidhu, Ravinder, and Pam Christie. 2002. “Sticks and Stones Will Break my Bones : and Words Will Harm Too. Australia’s Provision of Education for Asylum Seeker Children in Detention.” Social Alternatives 21 (4): 11–16.
   Google Scholar
• Sidhu, Ravinder, Sandra Taylor, and Pam Christie. 2011. “Schooling and Refugees: Engaging with the Complex Trajectories of Globalisation.” Global Studies of Childhood 1 (2): 92–103. doi:10.2304/gsch.2011.1.2.92.
   Google Scholar
• Singh, Parlo, and Sandra Taylor. 2007. “A New Equity Deal for Schools: A Case Study of Policy-Making in Queensland, Australia.” British Journal of Sociology of Education 28 (3): 301–315. doi: 10.1080/01425690701252176
   Web of Science ®Google Scholar
• South Australian Government. 2017. “English Language Support.” Accessed 26 June, 2017. https://www.sa.gov.au/topics/education-and-learning/international-students/english-language-support/learning-english.
   Google Scholar
• Taylor, Sandra. 2008. “Schooling and the Settlement of Refugee Young People in Queensland: ‘ … The Challenges are Massive’.” Social Alternatives 27 (3): 58–65.
   Google Scholar
• Taylor, Sandra, and Ravinder Sidhu. 2012. “Supporting Refugee Students in Schools: What Constitutes Inclusive Education?” International Journal of Inclusive Education 16 (1): 39–56. doi: 10.1080/13603110903560085
   Web of Science ®Google Scholar
• Uptin, Jonnell, Jan Wright, and Valerie Harwood. 2012. “‘It Felt Like I Was a Black Dot on White Paper’: Examining Young Former Refugees’ Experience of Entering Australian High Schools.” The Australian Educational Researcher 40: 125–137. doi: 10.1007/s13384-012-0082-8
   Web of Science ®Google Scholar
• Uptin, Jonnell, Jan Wright, and Valerie Harwood. 2016. “Finding Education: Stories of How Young Former Refugees Constituted Strategic Identities in Order to Access School.” Race Ethnicity and Education 19 (3): 598–617. doi: 10.1080/13613324.2014.885428
   Web of Science ®Google Scholar
• Walton, Jessica, Naomi Priest, Emma Kowal, Fiona White, Brandi Fox, and Yin Paradies. 2016. “Whiteness and National Identity: Teacher Discourses in Australian Primary Schools.” Race Ethnicity and Education, 2: 1–16. doi:10.1080/13613324.2016.1195357 doi: 10.1177/2332649215614519
   Google Scholar
• Watkins, Paula, G. Razee Husna, and Richters Juliet. 2012. “‘I’m Telling you … the Language Barrier is the Most, the Biggest Challenge’: Barriers to Education among Karen Refugee Women in Australia.” Australian Journal of Education 56 (2): 126–141. doi: 10.1177/000494411205600203
   Web of Science ®Google Scholar
• Watkins, Megan, Garth Lean, and Greg Noble. 2016. “Multicultural Education: the State of Play from an Australian Perspective.” Race Ethnicity and Education 19 (1): 46–66. doi:10.1080/13613324.2015.1013929.
   Web of Science ®Google Scholar
• Watters, Charles. 2008. Refugee Children : Towards the Next Horizon. London: Routledge.
   Google Scholar
• Weekes, Trish, Lorraine Phelan, Sally Macfarlane, Jenny Pinson, and Virginia Francis. 2011. “Supporting Successful Learning for Refugee Students: The Classroom Connect Project.” Issues in Educational Research 21 (3): 310–329.
   Google Scholar
• Weine, Stevan. 2008. “Family Roles in Refugee Youth Resettlement from a Prevention Perspective.” Child and Adolescent Psychiatric Clinics of North America 17 (3): 515–532. doi:10.1016/j.chc.2008.02.006.
   PubMed Web of Science ®Google Scholar
• Windle, Joel, and Jenny Miller. 2012. “Approaches to Teaching Low Literacy Refugee-Background Students.” Australian Journal of Language and Literacy 35 (3): 317.
   Google Scholar
• Woods, Annette. 2009. “Learning to Be Literate: Issues of Pedagogy for Recently Arrived Refugee Youth in Australia.” Critical Inquiry in Language Studies 6 (1): 21.
   Google Scholar