scholarly journals INTEGRATING STUDENTS WITH REFUGEE AND ASYLUM SEEKER BACKGROUNDS INTO SCHOOL: TEACHERS’ PERSPECTIVES

2021 ◽  
pp. 291-300
Author(s):  
Maura Sellars ◽  
Keyword(s):  
Teacher Education ◽  
Asylum Seeker ◽  
Preservice Teacher Education ◽  
Teacher Perspectives ◽  
Educational Opportunities ◽  
Education Systems ◽  
Values And Beliefs ◽  
Worldwide Phenomenon ◽  
Five Cs ◽  
Teachers Perspectives

The critical aspect of refugee and asylum seeker education has become almost a worldwide phenomenon. The difficulties of language, culture, acceptance and resettlement all impact on a school’s capacity to support these students and ensure that they access to best educational opportunities possible in many countries which are dominated by neoliberalized education systems. Neoliberalized education systems are dominated by the five Cs (Competitiveness, Conformity, Conservatism, Convention and Commerce) and are the antithesis of the European educational child-centred traditions conceived by Pestalozzi, Froebel, Steiner and others. This writing draws on a research project designed to establish the perspectives of members of a school community about belonging. It was conducted in a primary school in urban Australia which has a reputation for developing inclusive practices and an ethos of belonging for its diverse homeland population and its refugee and asylum seeker population which comprised 40% of the school enrolment at the time of the investigation. The research indicated the importance of the teacher perspectives, values and beliefs and has implications for teachers of refugee and asylum seeker students everywhere. It also has implications for preservice teacher education and the importance of preparation to specifically support these cohorts of students and their communities in addition to being flexible and open to change.

scholarly journals Learning from ELLs’ Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences

2017 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Jenna Min Shim ◽  
Anna Mikhaylovna Shur
Keyword(s):  
Activity Theory ◽  
Student Voice ◽  
Learning Experiences ◽  
Teacher Perspectives ◽  
Limiting Factors ◽  
Student Centered ◽  
Student Centered Learning ◽  
Ell Students ◽  
Teachers Perspectives

Situated within Activity Theory, this study investigates and compares ELLs’ perspectives on their own learning and their teachers’ perspectives on their own learning experiences. The predilection carried by this study is that there is a significant value in attending to and understanding how ELL students make meaning of their learning circumstances and compare that to teachers’ perspectives on their students’ learning. This study also assumes that allowing student voice and perspective to be heard in school is a prerequisite for student-centered learning. The authors report that students’ perspectives on what they perceive as the limiting factors for their learning are sharply different from those of their teachers. Students’ perspectives in this study showed that their perspectives on, and attitudes toward, their learning are very much influenced by what teachers do and do not do.

scholarly journals The governors of school markets? Local education authorities, school choice and equity in Finland and Sweden

2018 ◽  
Vol 13 (4) ◽  
pp. 481-498 ◽  
Author(s):  
Janne Varjo ◽  
Ulf Lundström ◽  
Mira Kalalahti
Keyword(s):  
School Choice ◽  
School Achievement ◽  
Geographic Origin ◽  
Welfare States ◽  
Educational Opportunities ◽  
Education Systems ◽  
Local Education ◽  
Equal Educational Opportunities ◽  
Choice Policy ◽  
Welfare Model

As one of the key elements of the Nordic welfare model, education systems are based on the idea of providing equal educational opportunities, regardless of gender, social class and geographic origin. Since the 1990s, Nordic welfare states have undergone a gradual but wide-ranging transformation towards a more market-based mode of public service delivery. Along this trajectory, the advent of school choice policy and the growing variation in the between-school achievement results have diversified the previously homogenous Nordic education systems. The aim of our paper is to analyse how Finnish and Swedish local education authorities comprehend and respond to the intertwinement of the market logic of school choice and the ideology of equality. The data consist of two sets of in-depth thematic interviews with staff from the local providers of education, municipal education authorities. The analysis discloses the ways in which national legislation has authorized municipal authorities to govern the provision of education.

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