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The role of everyday spaces for learning by refugee youth.
Monash University.
University of Borås, Faculty of Librarianship, Information, Education and IT. (Information Practices)ORCID iD: 0000-0002-7835-8374
2017 (English)In: The Power of Resistance: Culture, Ideology and Social Reproduction in Global Contexts / [ed] Rowhea M. Elmesky, Carol Camp Yeakey & Olivia .C Marcucci, Emerald Group Publishing Limited, 2017, p. 383-408Chapter in book (Refereed)
Abstract [en]

Recent figures show that half the world’s refugees are children, with young people now representing more than 50 percent of victims of global armed conflict and displaced persons. Increasing numbers of refugee youth are entering their host nations’ compulsory and postcompulsory educational systems having experienced frequent resettlements and disrupted education, which in turn, pose major barriers for educational and future employment. The consequences of these experiences raise pressing equity implications for educators and educational systems. However, the picture is not uniformly bleak. Employing Bourdieu’s thinking tools of habitus, field and capital, Yosso’s concepts of community cultural wealth and photovoice methods, this chapter draws on studies of refugee youth of both genders from diverse ethnic and faith backgrounds, conducted in regional Australia. It examines how everyday spaces for learning, for example, church, faith-based and sporting groups and family can play a crucial role in enabling young people to build powerful forms of social and cultural capital necessary to successfully access and negotiate formal education and training settings. Its findings suggest first that everyday spaces can act as rich sites of informal learning, which young refugee people draw upon to advance their life chances, employability, and social inclusion. Second, they suggest that how one’s gender and “race” intersect may have important implications for how refugee youth access social and cultural capital in these everyday spaces as they navigate between informal learning and formal educational settings.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2017. p. 383-408
Series
Advances in Education in Diverse Communities: Research Policy and Praxis., ISSN 1479-358X ; 12
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
URN: urn:nbn:se:hb:diva-11355ISBN: 9781783504619 (print)OAI: oai:DiVA.org:hb-11355DiVA, id: diva2:1055639
Available from: 2016-12-13 Created: 2016-12-13 Last updated: 2018-01-11Bibliographically approved

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Lloyd, Annemaree

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf