Developing capital and a sense of belonging among newly arrived migrants and refugees in Australian schools
A review of literature ( El desarrollo de capital y del sentido de pertenencia entre los migrantes y refugiados recién llegados en las escuelas australianas: una revisión de la literatura )
Bibliographic Data
| ID | 15038727 |
|---|---|
| Authors | Melissa Marie Barnes (0000-0003-3090-2585, Monash University, corresponding author), Farrukh Amina (0000-0001-5623-6854, Monash University), Diego Cardona-Escobar (0000-0001-9166-5128, Monash University) |
| Year | 2021 |
| Volume | 33 |
| Issue | 4 |
| Pages | 633-650 |
| Publication date | 2021-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Culture and Education (JOURNAL) |
| Journal identifiers | ISSN: 1135-6405 • E-ISSN: 1578-4118 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1080/11356405.2021.1973221 |
| OpenAlex | W3204752681 |
| Language | EN |
| Citations received | 1 |
| References cited | 28 |
Australian schools have positioned themselves as places where young people are able to develop cultural and social capital as well as develop their sense of belonging. By exploring Australia’s federal and state policies, this paper provides insight into the educational structures which shape migrant and refugee youths’ educational experiences. This paper draws from Bourdieu’s concepts of habitus, field and capital to theorize school belonging and interrogate the existing Australian literature to provide further insight into how Australian schools create spaces for newly arrived young people to belong. In particular, this review of literature explores how social actors within the field of education, such as school leaders, educators and peers, provide support and create inclusive environments for newly arrived migrant and refugee children in New Arrival Programmes and mainstream schools alike. This paper argues that schools, and teachers more specifically, must disrupt their current ways of thinking and doing to provide inclusive learning environments which build cultural and social capital and create a sense of belonging for newly arrived migrant and refugee youths
Cultural capital · Geography · Habitus · Mainstream · Political science · Refugee · Social capital · Social science · Sociology · Education and experiences of immigrants and refugees · Gender Studies · Migration, Health and Trauma · Migration, Refugees, and Integration
Secondary Teacher Attitudes Toward Including English-Language Learners in Mainstream Classrooms
What Schools Need to Know About Fostering School Belonging
Teachers' Beliefs About English Language Learners in the Mainstream Classroom
Measuring Student Relationships to School
Handbook of theory and research for the sociology of education
The Logic of Practice
Supporting refugee students in schools
Reconstructing identities in Australia
Classroom Belonging among Early Adolescent Students
Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices
Beyond Pico
An Invitation of Reflexive Sociology
Creating 'advantageous' spaces for migrant and refugee youth in regional areas
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |