Gendered barriers to educational opportunities

Resettlement of Sudanese refugees in Australia

Datos Bibliográficos

ID12232115
AutoresAnikó Hato (0000-0003-1143-0041, UNSW Sydney, autor de correspondencia), Aniko Hatoss, Henk Huijser (0000-0001-9699-4940, University of Southern Queensland)
Año2010
Volumen22
Número2
Páginas147-160
Fecha de publicación2010-02-25
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaGender and Education (JOURNAL)
Identificadores de la revistaISSN: 0954-0253 • E-ISSN: 1360-0516
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09540250903560497
OpenAlexW1975034405
IdiomaEN
Citas recibidas37
Referencias citadas21

This paper argues that whilst equitable educational pathways are integrated into educational policy discourses in Australia, there are significant gendered barriers to educational participation among members of the Sudanese refugee groups. The specific conditions of forced migration reinforce disadvantage and further limit opportunities. Cultural factors play a key role in this, as the data from this study demonstrate. Participants in this study are Sudanese refugees who arrived in Australia as part of the humanitarian programme. The paper draws upon interviews and focus group data that were collected for a larger study on the broader issue of resettlement of Sudanese refugees in Australia. This paper argues that women from refugee backgrounds are particularly at risk and face cultural and linguistic barriers in accessing educational opportunities

Disadvantage · Economic growth · Face (sociological concept · Focus group · Political science · Refugee · Social science · Sociology · Education and experiences of immigrants and refugees · Gender Studies · Migration, Health and Trauma · Migration, Refugees, and Integration