ABSTRACT

Access to tertiary education is a challenge for many people from refugee-backgrounds. In Aotearoa New Zealand (NZ), resettled refugees are entitled to access education alongside other New Zealanders, and NZ’s resettlement policy material recognises education as a key pillar of resettlement. However, refugee-background students are not recognised as ‘priority learners’ in education policy, so educational institutions are not required to report on refugee-background students’ educational access or outcomes. At all levels of the education system, teaching and support practices for refugee-background students vary widely. Many barriers hamper refugee-background students’ access to and success in tertiary education. However, refugee-background students are also necessarily-skilful border navigators. In this paper, we share data from an in-progress participatory action research project based in southern NZ that involves collaborating with refugee-background students at the secondary-tertiary education border. After describing the project, its rationale, and our theoretical framework, we draw on insights from seven of the students to illustrate how students represented educational navigation in NZ: as a resistance project, a subterranean project, and a relational project. We conclude by suggesting some implications from our study for research, policy and practice in education.

摘要

接受高等教育对许多有难民背景的人来说是一个挑战。在新西兰奥特罗瓦 (NZ)，重新安置的难民有权与其他新西兰人一起接受教育，新西兰的重新安置政策材料将教育视为重新安置的关键支柱。然而，难民背景学生在教育政策中不被视为“优先学习者”，因此教育机构无需报告难民背景学生的教育机会或成果。在各级教育系统中，针对难民背景学生的教学和支持做法差异很大。许多障碍阻碍了难民背景的学生接受高等教育并取得成功。然而，难民背景的学生也必然是熟练的边境导航员。在本文中，我们分享来自新西兰南部正在进行的参与式行动研究项目的数据，该项目涉及与中学-高等教育边界的难民背景学生合作。在描述了该项目、其基本原理和我们的理论框架之后，我们借鉴了七名学生的见解来说明学生如何代表新西兰的教育导航：作为抵抗项目、地下项目和关系项目。最后，我们提出了我们的研究对教育研究、政策和实践的一些启示。我们利用七名学生的见解来说明学生如何代表新西兰的教育导航：作为抵抗项目、地下项目和关系项目。最后，我们提出了我们的研究对教育研究、政策和实践的一些启示。我们利用七名学生的见解来说明学生如何代表新西兰的教育导航：作为抵抗项目、地下项目和关系项目。最后，我们提出了我们的研究对教育研究、政策和实践的一些启示。