ORCID Profile
0000-0002-0454-4983
Current Organisation
University of South Australia
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Publisher: Wiley
Date: 05-09-2023
DOI: 10.1002/BERJ.3909
Publisher: Informa UK Limited
Date: 08-08-2023
Publisher: Informa UK Limited
Date: 24-02-2020
Publisher: Informa UK Limited
Date: 20-02-2023
Publisher: Informa UK Limited
Date: 26-06-2019
Publisher: Informa UK Limited
Date: 29-07-2022
Publisher: Informa UK Limited
Date: 23-02-2023
Publisher: Informa UK Limited
Date: 03-11-2019
Publisher: Springer Science and Business Media LLC
Date: 18-03-2023
DOI: 10.1007/S10671-023-09338-3
Abstract: Education plays an important role in the successful settlement and life outcomes of young people from refugee backgrounds. Because of this, research into young people from refugee backgrounds in education systems tends to focus on ex les of “good practice” in terms of how these young people experience education. Yet, ex les of good practice commonly fail to take into account that schools are engaging in particular practices from very different contexts. This article contributes to the study of refugee education by drawing attention to the role that school contexts play in how different schools enact “good practice”. It presents data from a large multi-stage study which explored how the schooling experiences of students from refugee backgrounds are shaped by educational policies and school practices. By outlining case studies of seven schools, it highlights the impact of differing school contexts on how schools respond to the needs of students from refugee backgrounds. In this way, this article highlights that the notion of “good practice” within refugee-background education is always nuanced and contextual.
Publisher: SAGE Publications
Date: 26-02-2019
Publisher: Informa UK Limited
Date: 24-06-2021
Publisher: Routledge
Date: 17-03-2021
Publisher: Informa UK Limited
Date: 12-01-2021
Publisher: Elsevier BV
Date: 2021
Publisher: Informa UK Limited
Date: 16-09-2021
Publisher: Informa UK Limited
Date: 09-2021
Publisher: Wiley
Date: 12-10-2021
DOI: 10.1002/BERJ.3767
Abstract: This article reports on a survey of 332 Year 3 students from 14 Australian schools. We are interested in exploring Year 3 primary school student aspirations and what this data shows us about any societal changes, or not. This study is timely as it reports on contemporary data within an Australian educational context marked by significant investment in improving equitable gendered participation, particularly for girls entering STEM. Drawing on conceptions of masculinities and femininities as social constructions, we report on the participants’ desired occupations and explore their justifications for such choices. The top three occupations for boys included careers in professional sports, STEM‐related jobs and policing/defence. Girls reported wanting to be teachers, veterinarians or to work in the arts as their top choices. As part of our exploration, we found issues of money and power—traditionally coded masculine—and conceptions of love and care—traditionally coded feminine—ingrained in boys’ and girls’ justifications for their desired trajectories. Findings are significant for illustrating how traditional constructions of gender are ingrained in career choices in the early years of primary school and how policy agendas to widen participation need to start early in life.
Publisher: SAGE Publications
Date: 10-06-2020
Abstract: The relationship between working-class masculinities and industrial (and post-industrial) employment has been of sustained interest to sociologists for the last 40 years. This article draws on recent research examining the experiences of upwardly mobile working-class young men navigating casual employment within an urban part of Australia adapting to post-industrialisation. In presenting three longitudinal case studies, the theoretical frameworks of selfhood, possible selves and imagined futures are used to understand how service sector employment contributes to the development of aspirations during the transition beyond compulsory schooling. The focus is on how service employment informed the young men’s lives, aspirations and their sense of self. An argument is presented which articulates how, to varying extents, this service work is where the participants both accrue value and become valued.
No related grants have been discovered for Sarah McDonald.