Agency and voice
Using critical theory to reposition children from refugee backgrounds when considering their transition to school in Australia
Bibliographic Data
| ID | 7149481 |
|---|---|
| Authors | Jennifer Green (0000-0002-3541-4989, Early Start, University of Wollongong Wollongong New South Wales Australia), Cathrine Neilsen-Hewett (0000-0003-1984-8004, Early Start, University of Wollongong Wollongong New South Wales Australia), Sara J Howard (0000-0002-1258-3210, Early Start, University of Wollongong Wollongong New South Wales Australia), Tebeje Molla (0000-0002-6848-3091, School of Education, Faculty of Arts and Education Deakin University Geelong Victoria Australia) |
| Year | 2025 |
| Volume | 39 |
| Issue | 1 |
| Pages | 304-321 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children & Society (JOURNAL) |
| Journal identifiers | ISSN: 0951-0605 • E-ISSN: 1099-0860 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/chso.12913 |
| OpenAlex | W4403324778 |
| Language | EN |
| Citations received | 3 |
| References cited | 63 |
A wide range of benefits are associated with children's positive transition to school. Applying a critical sociological lens in understanding transitions allows for cycles of sociocultural inequality to be challenged and disrupted. This is of particular importance for understanding transition experiences of children from socially demarcated groups, such as children from refugee backgrounds. This paper outlines how critical sociological theory can be used to identify settler‐colonial ideology and to unpack how children are understood and positioned within their broader sociocultural context, and how this understanding can lead to a strength‐based approach that recognises the rights, agency and voice of children and their families
Critical theory · Political science · Refugee · Social science · Sociology · Education and experiences of immigrants and refugees · Law · Migration, Health and Trauma · Migration, Refugees, and Integration
The White Possessive
Introduction. Refugee Resettlement as Humanitarian Governance
Learning Whiteness
Posttraumatic Growth
Starting Strong II
Belonging and Connection to School in Resettlement
Belonging
Identity, boundary and schooling
Methodological and ethical challenges in cross-language qualitative research
Young children’s assent and dissent in research
A rationale for the urgency of Indigenous education sovereignty
Critical Theory in Critical Times
Critical Whiteness Studies
Iraqi Refugee High School Students’ Academic Adjustment
Educating refugee-background students in Australian schools and universities
Bhutanese refugee adolescents’ school adjustment
Minority students’ psychological adjustment in the school context
Language and belonging in Australian schools
The public positioning of refugees in the quasi-education market
Explorations of care and care injustice in the everyday lives of Irish Traveller children
An Ecological Perspective on the Transition to Kindergarten
Continuums of precarity
Voice’ is not enough
Changing Social Science
Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School
Refugee Education
Mapping the Margins
The persistence of predictors of wellbeing among refugee youth eight years after resettlement in Melbourne, Australia
Theorizing children's social citizenship
The care worlds of migrant children - Exploring inter-generational dynamics of love, care and solidarity across home and school
Children's Citizenship and the Structuring of Adult-child Relations in the Primary School
Ethnic and National Identity Development and School Adjustment
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |