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1 – 10 of over 2000
Book part
Publication date: 9 August 2023

Alexander W. Wiseman and Lisa Damaschke-Deitrick

This introductory chapter provides an overview of the ways that refugee and forced im/migrant (RFI) youth move across time and context in their educational experiences. In…

Abstract

This introductory chapter provides an overview of the ways that refugee and forced im/migrant (RFI) youth move across time and context in their educational experiences. In particular, the contextual characteristics of determinism, duration, and mobility are explained, and the factors most often associated with RFI youth educational experiences (i.e., trauma, identity, and language) are discussed in reference to the ways that educational infrastructure, capacity, and sustainability are typically established and maintained in educational situations worldwide. This chapter also provides a brief overview of the volume’s chapters and the ways that each chapter addresses one or more of these themes or topics.

Details

Education for Refugees and Forced (Im)Migrants Across Time and Context
Type: Book
ISBN: 978-1-83753-421-0

Keywords

Article
Publication date: 28 February 2023

Wee Ming Ong and Subas Prasad Dhakal

Although the international education sector is one of the significant contributors to the Australian economy, international students continue to experience various forms of social…

Abstract

Purpose

Although the international education sector is one of the significant contributors to the Australian economy, international students continue to experience various forms of social inequalities. This paper aims to focus on overseas doctoral researchers (ODRs) – candidates and graduates – and capture their experiences.

Design/methodology/approach

Drawing on the adaptive capacity framework, an exploratory qualitative study was carried out based on interviews with doctoral candidates (n = 6), doctoral graduates (n = 5) and supervisors (n = 4) in various Business Schools in Australian universities. Given this study’s exploratory and interpretive nature, the research question was deliberately broad: what insights can be generated for key stakeholders by capturing the experiences of ODRs in Australia through the lens of adaptive capacity?

Findings

Findings indicate that financial pressure, social exclusion and cultural bias were the three main challenges ODRs had to overcome; female ODRs perceived that supervisors and faculties often overlooked the mental health aspects; and better pedagogy of research supervision, institutional support and national policies are needed to develop adaptive ODRs.

Research limitations/implications

If ODRs are to become an integral part of the knowledge economy, key stakeholders need to focus on support mechanisms for these researchers. That way, Australian universities can not only improve their image of treating international students only as a part of the revenue flow but also enhance the educational experiences of ODRs and set them up for future success.

Originality/value

The contribution of this paper is twofold. First, it demonstrates the utility of the adaptive capacity lens to capture the experiences of ODRs. Second, it discusses research implications for the three key stakeholders: supervisors, higher education institutions and the government.

Details

Studies in Graduate and Postdoctoral Education, vol. 14 no. 3
Type: Research Article
ISSN: 2398-4686

Keywords

Content available
Book part
Publication date: 19 February 2024

Helen Stokes and Tom Brunzell

Abstract

Details

Implementing Trauma-informed Pedagogies for School Change: Shifting Schools from Reactive to Proactive
Type: Book
ISBN: 978-1-83797-000-1

Book part
Publication date: 5 February 2024

Pamela Louise Graham, Nicole Fisher, Connie Dalton and Richard Lee

Poverty is a pervasive issue, which has wide-reaching, negative impacts on a range of outcomes including health, wellbeing, and education. Understanding poverty is therefore…

Abstract

Poverty is a pervasive issue, which has wide-reaching, negative impacts on a range of outcomes including health, wellbeing, and education. Understanding poverty is therefore critical for students preparing to work in public-facing roles, many of whom have little knowledge or direct experience of poverty. Drawing on a student’s account of their own educational experiences and reflections on the Widening Participation agenda, this chapter outlines key considerations for educators planning to teach about poverty. While greater diversity within classrooms can be an enriching experience, this chapter acknowledges the additional educational, social, and emotional demands placed on some students in further and higher education as a result of their backgrounds. The inadvertent exacerbation of poverty-related stigma through the expression of certain attitudes, assumptions and behaviours within classrooms is also discussed.

Details

Developing and Implementing Teaching in Sensitive Subject and Topic Areas: A Comprehensive Guide for Professionals in FE and HE Settings
Type: Book
ISBN: 978-1-83753-126-4

Keywords

Book part
Publication date: 1 August 2023

Dessynie Edwards, Tina Garcia, Monica M. Muñoz, Teresa Silva and Juan Manuel Niño

The average woman educator spends more time in the classroom than their male counterpart before ascending to an administrator position. Women educators spends on average 10–11…

Abstract

The average woman educator spends more time in the classroom than their male counterpart before ascending to an administrator position. Women educators spends on average 10–11 years as a teacher and as an administrator before becoming promoted to the superintendent position (Kingsberry & Jean-Marie, 2018; Manuel & Slate, 2003; Robinson, Shakeshaft, Grogan, & Newcomb, 2017). However, when they do reach this position, women superintendents lead in a different manner than men. They tend to focus on the well-being of children and families. They bring a strong interest in educating the child as a whole and place those at high risk a priority (Grogan, 2005). Women are finding way(s) to bring women's way(s) of knowing and expertise into this position. Women tend to keep instruction at the forefront and develop relationships with school and wider community members that can help foster the academic and social growth of the student (Grogan, 2005; Robinson et al., 2017; Wilmore, 2008).

Therefore, feminist@ leaders surface from their feminist and cultural knowledge (Sanchez & Ek, 2013) as a form of traditional resistance. They create pathways for other Latinas on their journey to claim Chicana feminism. As such, this chapter highlights the voices of four valiant women of color leaders on the path toward the superintendency whose personal and professional pathways intersect to create a feminist@ leadership identity.

Book part
Publication date: 1 August 2023

Sheryl Croft

This chapter traces the intersectional experiences of one Black woman through pre-Brown schooling, becoming a teacher under a post-Brown court order, hiring teachers as a school…

Abstract

This chapter traces the intersectional experiences of one Black woman through pre-Brown schooling, becoming a teacher under a post-Brown court order, hiring teachers as a school leader in a large metropolitan, southern city, to her current position as a leader-educator at a state university. Informed and contextualized by social, political, and historical events associated with the pre-Brown segregation, desegregation, and post-Brown eras, this chapter uses narrative autoethnographic reflectivity and storytelling to understand and analyze the nuances of educational hiring practices through the prism of one Black woman's educational journey. The story is significant because it not only provides evidence of the subtleties and nuances of racism but it also describes the changes in teaching, leadership, and hiring practices in southern public education over the last 60 years.

Article
Publication date: 20 July 2023

Lorena Gutiérrez

The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal…

Abstract

Purpose

The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.

Design/methodology/approach

This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.

Findings

Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.

Originality/value

Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.

Details

English Teaching: Practice & Critique, vol. 22 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

Book part
Publication date: 9 August 2023

Arianne Maraj, Domenique Sherab, Milagros Calderon-Moya and Ratna Ghosh

Transnational shifts experienced by Syrian refugee young adults disrupt their lives. Many start their journey as children, transition into adolescents often in countries of…

Abstract

Transnational shifts experienced by Syrian refugee young adults disrupt their lives. Many start their journey as children, transition into adolescents often in countries of asylum, and resettle as young adults in countries such as Canada with the dream to rebuild their lives. Too old (+16) for the traditional school cycle, they are encouraged into adult education (AE) as their only choice to complete their high school diplomas to obtain minimum wage jobs or continue to higher education. Their progress through AE continues their destabilization, particularly in terms of their aspirations, hopes and dreams. The authors focus on the educational journeys of this population who have largely been forgotten by policies and programs for refugee integration. Drawing upon 29 interviews with Syrian refugee young adults in Quebec, using a theoretical framework of migration/aspirations and critical race theory, the authors highlight how disruption is perpetuated in their education after their arrival rather than stability.

Details

Education for Refugees and Forced (Im)Migrants Across Time and Context
Type: Book
ISBN: 978-1-83753-421-0

Keywords

Book part
Publication date: 13 December 2023

Derrick R. Brooms, Marcus L. Smith and Darion N. Blalock

This chapter takes a panoramic view to explore the lives of collegiate Black men. We begin with brief reflections from our own experiences to position ourselves to and alongside…

Abstract

This chapter takes a panoramic view to explore the lives of collegiate Black men. We begin with brief reflections from our own experiences to position ourselves to and alongside Black men's lives and college years. After setting the stage through our own reflections, we explore the literature on Black men's lives during their college years and pay particular attention to their social statuses, campus engagement, and health and well-being. Two critical components in many Black men's collegiate experiences are how they are projected in wider US society through deficit-based perspectives and repositioned away from educational success. We interrogate these realities and advance a discussion on ways to improve the conditions, environment, and understanding of their college journeys and possibilities. We conclude with recommendations for research, practice, and policy.

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Book part
Publication date: 13 December 2023

Christopher L. Small

This chapter will provide an analysis of current educational conditions of Black males within our K-12 school system and the ongoing instructional implications for school leaders…

Abstract

This chapter will provide an analysis of current educational conditions of Black males within our K-12 school system and the ongoing instructional implications for school leaders working to address literacy leadership and practice. It will provide insight and motivation for school leaders as they navigate political, social, and policy systems that surround the current educational climate and instructional expectations. Readers will engage in a reflective, collaborative, and constructive learning process related to how successful school leaders enhance teaching and learning on their school campuses for Black males and what behaviors are critical to supporting teachers and students through the process. Specifically at the elementary level where foundational decoding, fluency, and comprehension skills are developed and cultivated for early learners we must be intentional with all aspects of the learning process and our instructional pedagogy. This chapter will work to expand the body of knowledge surrounding Black males as we commit to deconstructing existing and reconstructing inclusive, equitable, and just learning environments. Implications for research, policy and practice, including recommendations to support ongoing formal and informal professional learning opportunities for educators to openly discuss their understanding of Black males, challenges they face, and strategies that they have found to be successful will be disclosed.

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

1 – 10 of over 2000