policies and practices
Recently Published Documents





2022 ◽  
Vol 6 (2) ◽  
pp. 133-147
Jody McBrien ◽  
Maria Hayward

Both the United States (US) and New Zealand (NZ) have been resettling refugees since the Second World War. As such, and because of several international treaties signed by both countries, they must concern themselves with the education of resettled refugee students in their nations. In this study, the researchers examine the international agreements and national resettlement policies that shape these nations’ refugee education policies. Second, educational practices for refugee students in the US and NZ using phenomenological qualitative research based on observations, interviews, and focus groups with teachers and refugee students are examined. The researchers conclude that the more systematic methods of resettlement and educational tools available to teachers in NZ through consistent national policies provide better opportunities for success than policies and practices that vary widely from state to state and even within states in the US.

Urban History ◽  
2022 ◽  
pp. 1-20
Brian Shaev ◽  
Sarah Hackett ◽  
Pål Brunnström ◽  
Robert Nilsson Mohammadi

Abstract The vital role that cities play in the governance of migration is increasingly recognized, yet migration scholars still perceive this ‘local turn’ as a recent phenomenon. This article presents a cross-country and cross-city comparative analysis of three mid-size European cities during the post-war period: Bristol, Dortmund and Malmö. It analyses administrative cultures and local policy arenas, exposing the complexity of local migration policy-making and the crucial importance of historical perspectives. It reveals the inherent local variation in policies and practices, and argues that traditional national-level studies do not fully capture how urban actors responded to migration.

2022 ◽  
pp. 138-149
Troy McVey

This chapter examines the context of higher education in the Pacific. A brief explanation of the role of colonialism in the formation of institutions of higher education in the region is followed by discussions of policies and practices that empower local dissemination and production of knowledge by and amongst faculty, students, and the communities which they serve. The author concludes that a balance between advancing knowledge in a way that is respectful to academic traditions and cultural traditions in the Pacific can be achieved by harnessing the best values and qualities in common between those traditions.

2022 ◽  
Vol 9 (2) ◽  
pp. 216-236
Prasanna Kannan ◽  
Jasmin Bhawra ◽  
Pinal Patel ◽  
Tarun Reddy Katapally ◽  

<abstract> <p>This qualitative study is part of Smart Indigenous Youth, a digital health community trial involving rural schools in Saskatchewan, Canada. Secondary school administrators and educators were engaged as citizen scientists in rural Indigenous communities to understand rapid decision-making processes for preserving school health during the COVID-19 pandemic, and to inform evidence-based safe school policies and practices. After COVID-19 restrictions were implemented, key informant interviews and focus groups were conducted with school administrators and educators, respectively, to understand the impact of school responses and decision-making processes. Two independent reviewers conducted thematic analyses and compared themes to reach consensus on a final shortlist. Four main themes emerged from the administrator interviews, and six main themes were identified from the educator focus group discussions which revealed a pressing need for mental health supports for students and educators. The study findings highlight the challenges faced by schools in rural and remote areas during the COVID-19 pandemic, including school closures, students' reactions to closures, measures taken by schools to preserve health during the pandemic, and different approaches to implement for future closures. Citizen scientists developed a set of recommendations, including the need for structured communication, reflection meetings, adequate funding, and external monitoring and evaluation to guide evidence-based safe school policies and practices during the pandemic.</p> </abstract>

Sign in / Sign up

Export Citation Format

Share Document