While refugee children are in their transitional period of relocation, restarting school and adjusting to a new culture, I would consider them to be in a Liminal Space. This space would include support to navigate unfamiliar systems and environments while developing culturally appropriate programs that foster a sense of belonging.
I appreciated the opportunity to view the work being done in excluded communities around the world via “Capoeira”, meaning music as I understand it.
This tool for promoting wellbeing in these communities has provided a turning point for those participating in it. From all reports it develops confidence and self-belief in both children and adults alike.
Two very memorable quotes in the video that I made a note of were:
“When Capoeira came to the camp I forgot the walls around me.”
and
“When Capoeira came to the camp my life started to be beautiful.”
The promise of new beginnings for multitudes of displaced persons is sufficient reason to inspire optimism to undertake long journeys to the other side of the world.
The presence of refugees in communities provides issues for debate. While there are immediate costs surrounding resettlement and adjustment to their new communities, history shows that when given the required support and opportunities refugees can, and do, make significant social, cultural, and economic contributions to their host countries.
“Some of Australia’s best-known and most successful refugees range from leading scientist Sir Gustav Nossal, global shopping entrepreneur Frank Lowy to 2013’s Young Australian of the Year and successful businesswoman Tan Le.
http://www.latrobe.edu.au/news/articles/2013/opinion/how-refugees-stimulate-the-economy
How refugees stimulate the economy
If I were to embark on the education of refugee students integrated into a mainstream classroom, I would be cognizant of the fact that just as abilities, histories and current circumstances vary within an Australian community of learners, so does this variability exist within refugee student communities.
Educators would be mindful that refugee students:
* Have education capital/cultural resources that give them alternative perspectives on, experiences around, and knowledge of issues.
* Bring many valuable cultural and linguistic resources with them.
* May have alternative understanding of ethical actions, historical viewpoints, and family relationships.
* May have different conventions of body language including personal space, eye contact, and gestures. Sensitive conduct is recommended in this area.
* May have had disrupted, little or no schooling.
* May lack literacy and numeracy skills in their first language.
* May experience embarrassment about lack of competence in the classroom.
* May have experienced trauma associated with the refugee experience.
* Have welfare needs that are dramatic and varied.
In order for refugees to either successfully settle into Australia or spend their time here purposefully, education may need to:
* Create a classroom context in which student’s cultural knowledge is expressed, shared and affirmed.
* Provide opportunities for students to express their prior knowledge.
* Acknowledge that the maintenance of the home language of students is important for their English language learning as well as for the preservation of their cultural identities.
“Research indicates that bilingual speakers have significant learning advantages over monolingual speakers.” (EALD/ Teacher resource, English as an additional language or dialect references.)
http://www.acara.edu.au/curriculum/student_diversity/eald_teacher_resource.html
Education professionals will discover that the educational history and circumstances of refugees will vary greatly.
Some children will have experienced displacement followed by the harsh and often insecure conditions in refugee camps with disrupted schooling in their first language and have had little or no exposure to English.
Other children will arrive having received high levels of schooling in their first language and have sufficient levels of English which will allow them to participate more successfully in mainstream classes.
It is of great importance that partnerships are formed with the parents and carers of these students in order to develop positive relationships. Deeper understandings will foster an attitude that may include sharing historical, philosophical and cultural conventions.
“Foundation House: Schools Support Program”, The Victorian Foundation for Survivors of Torture. http://www.foundationhouse.org.au/schools-support-program-resources/
recognises “the expertise of teachers, the leadership of principals, and the commitment of schools in providing for the education and wellbeing needs of all students, including those of refugee background.”
This program includes a whole-school approach with school-led initiatives for social inclusion. It recognises that refugee students need high levels of assistance when making the transition from their homeland to their new community.
Are we authors or curators when we blog or participate in social media?
If we blog I’m sure we use a mixture of original and borrowed ideas. The main point being that we acknowledge the source.
When asked “Who will be more valuable in the future, authors or curators?”, the co-founder of Storify Berk Herman replied “Considering that we live in the age of overload, authors carry more clout but curators are the taste makers.”
I would agree with him and suggest that without the existence of content it would be difficult/impossible to curate it.
I think we have moved away from viewing curators as the “keeper of a cultural heritage institution, being a content specialist responsible for an institution’s collection” (Wikipedia), to participants or curators who retrieve, synthesise and share information in a collaborative fashion.
The Expeditions Pioneer Program appears to be successful in immersing students in new virtual experiences. I was impressed by the fact that teachers can guide up to 50 students who would wear individual viewers, through . These expeditions are built for the classroom and can take students on journeys anywhere. Teachers can point out highlights while referring to editable notes.
Extra options appear to include: video,photography, 3D animations, games and “other”.
I hope I will find enough teachers on staff that would like to participate.
The United Nation’s link to Sidra, a 12 year old Syrian girl who made the long journey with her family by foot to Zaatari in Jourdan.
Her 18 month stay in the camp, while providing protection from the horrors of war has caused Sidra to feel very homesick.
She and her peers hold education in very high regard and compete to keep their books the cleanest.
Many of the boys have been given access to computers which disappoints Sidra, hopefully girls will be given screen time eventually.
Sidra relates a very poignant statement made by her teacher who senses their sadness, “The clouds that pass over them also came from Syria.” Sidra then comments “The clouds and I are going to turn around and go back home one day.”
Football provides the girls with the opportunity of becoming involved in sport. “Many of the girls have never played football because they have come from conservative communities and are not allowed to play in public.” Link: “Syria conflict: Kicking for hope in Zaatari refugee camp”
I wonder if she will find her lost kite on her return journey?
thelearningjourney2015 