The engagement of Hazara parents in their children's learning : a case study of four Tasmanian secondary schools

Abstract

This thesis contributes to the current discourse on refugee education and resettlement, with a specific focus on the engagement of refugee background parents in their secondary school-aged children's learning after resettlement in Tasmania, Australia. Concerns about increasing educational inequality in Australia, experienced for instance by students from refugee backgrounds after resettlement, has resulted in a greater emphasis evident in research and in government policy on the value of parents engaging in their children's learning as one way to cultivate social cohesion in the educational sphere. This study's focus on 'parental engagement' extends beyond the visible involvement by parents in their child's school, to encompass the complex interconnections between parents, educators and children, with the central focus being the child's holistic learning. To develop a deeper understanding of factors impacting the engagement of parents from refugee backgrounds following resettlement in Australia, this study researched the perceptions held by three groups of participants from four Tasmanian public secondary schools, namely: Hazara parents (ethnic minority from Afghanistan), their secondary school aged children, and English as an Additional Language (EAL) teachers. This study has highlighted how perceptions about parental engagement are shaped by parents' and educators' cultural, linguistic, and educational backgrounds and life experiences. For instance, the participating Hazara parents perceived they were responsible for their child's emotional support and guidance while educators should be available for their child's academic support. This contrasted with educators' lack of awareness of strategies adopted by Hazara parents in the home, based on their perception that parental engagement is evident in the level of active parental involvement in their child's school. There was also an underlying tendency in strategies adopted at the participating schools, such as the provision of EAL parent-teacher meetings, to focus on supporting the Hazara parents' linguistic needs. However, rather than being limited by a focus on one social category, namely language, the intersectional lens framing this study has highlighted the need to adopt a holistic approach to parental engagement, focusing on the intersection between individuals' personal experiences and broader structural forces in operation in different school sites at specific points in history. As a result, opportunities to further strengthen and support mutually enriching connections between educators and Hazara parents, such as the parents' suggestion of a two-way exchange of information between parents and educators, were often dependent on school resources, which in turn were influenced by education and resettlement policies.

Date of Award	2023
Original language	English