A Tri-Menu Model of Learning to support young refugees' cultural wellbeing in Australia

Karin Louise

doi:10.2307/j.ctv32bm1gz.10

A Tri-Menu Model of Learning to support young refugees' cultural wellbeing in Australia

Research output: Chapter in Book / Conference Paper › Chapter

Abstract

On the surface, young Refugees1 arriving in Australia have the promise of egalitarian education and plentiful work opportunities. However, the lived experiences of 78 Refugee young people (15-25 years) from the Navigating Resettlement research project from 2016 to 2017 in Western Sydney Australia tell a different story. Young Refugees from this project were predominantly from Afghanistan, Syria, Iran, Sudan and South Sudan. SydWest youth workers noticed a reluctance of young Refugees to enroll in school and attend regularly. Another significant issue was that Refugees had difficulty finding suitable employment, which sometimes forced them into unprotected or illegal work situations. The findings revealed that young people had feelings of being misunderstood, isolated and disempowered, which they felt impacted on their educational and life aspirations. This raised questions about how their educational needs were being addressed in school based educational programs and how wellbeing needs were being included in Refugee education programs.

Original language	English
Title of host publication	Perspectives on Transitions in Refugee Education: Ruptures, Passages, and Re-Orientations
Editors	Seyda S. Singh, Olja Jovanovic, Michelle Proyer
Place of Publication	Germany
Publisher	Verlag Barbara Budrich
Pages	95-109
Number of pages	15
ISBN (Electronic)	9783847417866
ISBN (Print)	9783847426264
DOIs	https://doi.org/10.2307/j.ctv32bm1gz.10
Publication status	Published - 2023

Open Access - Access Right Statement

© 2023 This work is licensed under the Creative Commons Attribution 4.0 (CC-BY 4.0) (https://creativecommons.org/licenses/by/4.0/). It permits use, duplication, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/

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10.2307/j.ctv32bm1gz.10

Cite this

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abstract = "On the surface, young Refugees1 arriving in Australia have the promise of egalitarian education and plentiful work opportunities. However, the lived experiences of 78 Refugee young people (15-25 years) from the Navigating Resettlement research project from 2016 to 2017 in Western Sydney Australia tell a different story. Young Refugees from this project were predominantly from Afghanistan, Syria, Iran, Sudan and South Sudan. SydWest youth workers noticed a reluctance of young Refugees to enroll in school and attend regularly. Another significant issue was that Refugees had difficulty finding suitable employment, which sometimes forced them into unprotected or illegal work situations. The findings revealed that young people had feelings of being misunderstood, isolated and disempowered, which they felt impacted on their educational and life aspirations. This raised questions about how their educational needs were being addressed in school based educational programs and how wellbeing needs were being included in Refugee education programs.",

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AB - On the surface, young Refugees1 arriving in Australia have the promise of egalitarian education and plentiful work opportunities. However, the lived experiences of 78 Refugee young people (15-25 years) from the Navigating Resettlement research project from 2016 to 2017 in Western Sydney Australia tell a different story. Young Refugees from this project were predominantly from Afghanistan, Syria, Iran, Sudan and South Sudan. SydWest youth workers noticed a reluctance of young Refugees to enroll in school and attend regularly. Another significant issue was that Refugees had difficulty finding suitable employment, which sometimes forced them into unprotected or illegal work situations. The findings revealed that young people had feelings of being misunderstood, isolated and disempowered, which they felt impacted on their educational and life aspirations. This raised questions about how their educational needs were being addressed in school based educational programs and how wellbeing needs were being included in Refugee education programs.

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A Tri-Menu Model of Learning to support young refugees' cultural wellbeing in Australia

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