Developing trauma-informed university supports for refugee background students in Australia

Refocusing through an ethics of care lens

Dados Bibliográficos

ID21522579
AutoresSally Baker (0000-0001-9143-5816, UNSW Sydney, autor correspondente), Loshini Naidoo (0000-0001-9495-2579, Western Sydney University)
Ano2024
Volume51
Fascículo2
Páginas799-814
Data de publicação2024-04-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoThe Australian Educational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0311-6999 • E-ISSN: 2210-5328
EditoraSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s13384-023-00625-9
PMID37359305
OpenAlexW4367315815
IdiomaEN
Citações recebidas6
Referências citadas37

The growing literature on access, participation, and success of refugees entering higher education has illustrated the myriad challenges that this cohort faces. Much of this research has rightly focused on the student perspective, exploring the barriers and challenges that impede entry, engagement, and achievement. Relatedly, there is growing attention to the need for trauma-informed support, particularly following the impacts of COVID on learning. This article takes these challenges as a departure point to adjust the gaze on universities and ask what needs to be considered and implemented in order to develop better student supports. We use Tronto’s (2013) notion of ethics of care—examining issues of attentiveness (caring about), responsibility (caring for), competence (caregiving), responsiveness (care receiving), and trust (caring with)—to carefully probe how universities can develop trauma-informed supports that are more caring and nuanced, not only for students from refugee backgrounds but for all students

Educational psychology · Medical education · Pedagogy · Political science · Public relations · Refugee · Sociology · Education and experiences of immigrants and refugees · Medicine · Migration, Health and Trauma · Psychology · Social Psychology