Relational agency in practice: how migrant and refugee parents navigate digital learning in Western Sydney

Despite increasing attention to the challenges faced by migrant and refugee background students in Australia, significant gaps remain in understanding how digital exclusion influences parental engagement in education. Existing research focuses on language barriers, technological access, and regional disparities, but tends to generalise the experiences of migrant and refugee families, especially in Western Sydney. This paper highlights the often-overlooked issue of how the ‘digital divide’ limits parental agency and deepens educational inequalities. The study investigated how the lack of digital access among migrant and refugee background parents affected their engagement with schools and communities. Using a parental engagement framework, the research employed qualitative interviews and focus groups with parents in Western Sydney to gather detailed perspectives often obscured by broad labels like ‘refugee’ or ‘migrant’. Findings show that digital exclusion not only hinders communication between parents and schools but also reduces parents to passive recipients rather than active partners in their children’s education. This exclusion sustains stereotypes and further entrenches inequalities related to language, technology, and geographical location. This paper highlights the urgent need for more inclusive educational policies and digital initiatives that are vital for fostering genuine engagement and ensuring fair educational outcomes for all students.