ORCID Profile
0000-0002-0745-1352
Current Organisation
University of South Australia
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Sociology of education | Sociology of migration ethnicity and multiculturalism | Policy and Administration | Multicultural education (excl. Aboriginal and Torres Strait Islander M?ori and Pacific Peoples) | Ethnic Education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples) | Secondary Education | Education Policy | Education policy sociology and philosophy
ANZSRC Socio-Economic Objective (SEO)
Management and Leadership of Schools/Institutions | School/Institution Policies and Development |
Related Links
Publications
Understanding Australian multicultural policy
Publisher: University of South Australia
Date: 2019
Cultural and Linguistic Diversity in Catholic Schools
Publisher: University of South Australia
Date: 2019
DOI: 10.25954/EB6K-R455
Artists and end-of-life carers as Nepantleras: finding spaces, making time, building connections, decentering knowledge
Publisher: Unpublished
Date: 2021
Transnational families, remittances, cieng and obligation for Dinka women in Australia
Publisher: Elsevier BV
Date: 08-2015
Surveillance, belonging and community spaces for young people from refugee backgrounds in Australia
Publisher: Routledge
Date: 30-07-2019
Restorative practices for preventing/countering violent extremism: an affective-discursive examination of extreme emotional incidents
Publisher: Informa UK Limited
Date: 26-10-2021
Social Capital and Rural Health for Refugee Communities in Australia
Publisher: MDPI AG
Date: 29-01-2023
Abstract: Refugee resettlement significantly contributes to Australia’s migration programs, with recent policy directives prioritising rural resettlement. As a result, the cultural ersity of populations of several Australian rural towns has substantially expanded. Newcomers may encounter challenges becoming part of closed social networks and accessing the resources they need for a healthy life in resettlement. However, there are also benefits that stem from positive integration for newcomers and for receiving populations. As part of a larger study, which aimed to explore facilitators and barriers to successful resettlement in a rural setting, the objective of this paper was to show how social ties were important for participants’ health, both facilitating access to resources, including health services, and connecting people to health-promoting living conditions. In-depth in idual interviews with 44 participants from refugee communities originally from Africa and South-East Asia, settled in a rural South Australian town, were conducted. Participants were invited to the study through snowball s ling via known connections between the researchers and key people within the communities. Interview transcripts were analysed using framework thematic analysis. The findings demonstrate how participants drew on connections within their cultural communities, reflecting collectivist cultural values. These social ties were key to enabling access to resources for health. These included emotional resources, such as a sense of belonging, as well as physical and practical resources, including food, housing, and/or accessing services. Several participants were also working towards a career in the health industry. Populations from refugee communities in rural towns are growing, not only with the continuation of new arrivals to these towns, but also as the settled populations expand their families and communities. Effective health service provision in these locations needs to serve these growing communities, and there is scope for services to tap into community networks to assist with this.
What is inclusive education?
Publisher: University of South Australia
Date: 2019
Recognition of refugee students’ cultural wealth and social capital in resettlement
Publisher: Informa UK Limited
Date: 27-06-2021
Education pathways in South Australia and Queensland for students from refugee backgrounds
Publisher: University of South Australia
Date: 2019
What is ‘fair’ and ‘just’ in refugee education? How teachers and school leaders negotiate competing discourses of ‘equity’ and ‘equality’ in Australia
Publisher: Informa UK Limited
Date: 10-05-2023
“It is not an acceptable disease”: A qualitative study of HIV-related stigma and discrimination and impacts on health and wellbeing for people from ethnically diverse backgrounds in Australia
Publisher: Springer Science and Business Media LLC
Date: 23-04-2021
DOI: 10.1186/S12889-021-10679-Y
Abstract: People from ethnically erse backgrounds living with HIV are susceptible to adverse health and wellbeing outcomes, particularly as a consequence of HIV-related stigma and discrimination (HSD), though relatively little is known about experiences in Australia. This paper reports on HSD in ethnically erse communities in South Australia and impacts on health and wellbeing. Interviews and focus groups were conducted with 10 in iduals living with HIV from ethnically erse backgrounds, 14 ethnically erse community leaders, and 50 service providers. Data were analysed thematically. Findings indicated that HIV is a highly stigmatised condition in ethnically erse communities due to fear of moral judgment and social isolation, and was experienced at the intersections of gender, sexual orientation, religion, culture, and immigration status. Experiences of HSD were damaging to health and wellbeing through non-disclosure, reduced social support, delayed testing, service access barriers, impacts on treatment adherence, and directly to mental health. Actions addressing the impacts of HSD on people from ethnically erse backgrounds are crucial.
Murder, community talk and belonging: an exploration of Sudanese community responses to murder in Australia
Publisher: Informa UK Limited
Date: 11-2011
School practices to support students from refugee backgrounds
Publisher: University of South Australia
Date: 2019
Schooling Displaced Syrian Students in Glasgow Agents of Inclusion
Publisher: BRILL
Date: 15-05-2019
The Role of Schools in Identifying and Referring Refugee Background Young People Who Are Experiencing Mental Health Issues
Publisher: Wiley
Date: 20-12-2020
DOI: 10.1111/JOSH.12862
Abstract: Refugee background young people are at increased risk of mental health problems. In countries of refugee resettlement, schools are important sites where mental health difficulties can be identified and service access facilitated however, little is known about how best to support these practices within schools. This article explores school and mental health service providers' perspectives on mental health challenges and referral pathways for refugee youth in South Australia. It draws on semi-structured in-depth interviews with 17 secondary school staff and 10 mental health service providers, which were analyzed thematically. Key challenges for school staff in identifying mental health issues were understanding behaviors, overcoming stigma, cultural and linguistic barriers, engaging with parents, staff preparation and training, and embeddedness within Western understandings of mental health. There was also limited awareness of appropriate mental health services and referral pathways. Service providers recognized schools' key role in identifying mental health issues for refugee students. Enhanced training and support is required for teachers to identify and refer students who might be experiencing mental health issues. "On-site" school services, bi-cultural workers, and increased knowledge of existing within-school supports and referral pathways to external services would enhance outcomes for refugee students.
Racism and Othering for South Sudanese heritage students in Australian schools: is inclusion possible?
Publisher: Informa UK Limited
Date: 16-01-2019
Tensions between policy aspirations and enactment: assessment and inclusion for refugee background students
Publisher: Informa UK Limited
Date: 13-03-2021
Overcoming the ‘hidden injuries’ of students from refugee backgrounds: The Importance of Caring Teacher-Student Relationships
Publisher: Springer Singapore
Date: 2016
A cautionary tale: CVE policy actors managing risk in Australian schools
Publisher: SAGE Publications
Date: 15-07-2021
DOI: 10.1177/00113921211028631
Abstract: There exists an unsettling relationship between Countering Violent Extremism (CVE) and formal schooling today that remains under-researched and largely unproblematized. This article draws on semi-structured interviews with state level policy actors as they implement a federally funded, small-scale grant to develop Restorative Practice in four Australian schools. The approach – as a form of Preventing Violent Extremism (PVE) – was intended to guard against student behaviours deemed ‘at risk’. The data suggest that policy makers are vigilant in conducting their work in relation to a conception of risk and draw on a repertoire of skills when operating in an ‘in-between’ space between federal prerogatives and local communities. Beck’s work on risk and Bourdieu’s notion of habitus inform the analysis. The article focuses on how the habitus of policy actors is brought into tension as they navigate the politicized space of their employment by focusing on four overlapping areas – evidencing the affective dimension, guarding against stigma, strategic use of language and coordinating institutions.
Once a refugee, always a refugee? The haunting of the refugee label in resettlement
Publisher: ANU Press
Date: 04-02-2021
Correction to: Structure and agency in the development of education policies or refugee-background students
Publisher: Springer Science and Business Media LLC
Date: 28-02-2023
What is resilience?
Publisher: University of South Australia
Date: 2019
Ecologies of resilience for Australian high school students from refugee backgrounds: quantitative study
Publisher: MDPI AG
Date: 10-01-2022
Abstract: Forced displacement of refugees, currently at record levels, leads to increased cultural ersity in many countries with benefits and challenges for in iduals, communities, and societies. Refugees often face significant stressors both pre- and post-migration, and hence are at increased risk of poor mental health and wellbeing. Children and adolescents make up a significant proportion of refugees globally, and hence mental health supports for these young people are crucial. Current mental health research often uses pathologized approaches that focus on trauma, although there is growing literature highlighting the importance of a sense of belonging and the reduction in discrimination and social exclusion, emphasizing strengths and agency of in iduals and communities. Resilience is often noted for its positive influence on mental health and wellbeing however, research regarding how mechanisms of resilience function is still developing. This study investigated mental health and wellbeing of refugee-background Australian youth to better understand the role and function of resilience. Findings suggest that intersecting social ecologies, such as those within family, school, or community networks, contribute to development of identity and a sense of belonging for youth, which together form a resilient system that provides resources for wellbeing. Adaptations of school policy and practice can support positive mental health and wellbeing outcomes by contributing to and developing resilient environments, such as through building connections to family, improving positive recognition of cultural identity for in iduals and across the whole school community, and actively working to minimize discrimination.
Why school context matters in refugee education
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.
Improving educational outcomes for students from refugee backgrounds in the South Australian Certificate of Education project
Publisher: University of South Australia
Date: 2018
Negotiating Belongings: stories of forced migration of Dinka women from South Sudan
Publisher: SensePublishers
Date: 2016
“You fight your battles and you work out how you’re going to change”: the implementation, embedding and limits of restorative practices in an Australian rural community school
Publisher: Informa UK Limited
Date: 28-06-2023
Who are refugee background young people?
Publisher: University of South Australia
Date: 2019
Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools
Publisher: Wiley
Date: 02-04-2021
DOI: 10.1002/BERJ.3720
Abstract: Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small‐scale nationally funded grant in Australian schools to guard against behaviours leading to violent extremism through developing restorative justice (RJ) practices. In foregrounding their accounts, we draw attention to the complexity of negotiating the CVE space by resisting dominant narratives that could be considered ‘exaggerations’ regarding both the manifestations of and motivations behind violent or extreme student behaviour. To conclude, we highlight how—in important ways—the money and resourcing allocated for CVE in local settings simply recycles what are already established to be best practices for fostering belonging and connection in schools, particularly in socio‐economically disadvantaged communities.
Structure and agency in the development of education policies for refugee-background students
Publisher: Springer Science and Business Media LLC
Date: 17-01-2023
Integration and social determinants of health and wellbeing for people from refugee backgrounds resettled in a rural town in South Australia: a qualitative study
Publisher: Springer Science and Business Media LLC
Date: 13-11-2020
DOI: 10.1186/S12889-020-09724-Z
Abstract: There has been a recent focus on resettlement of migrants and refugee in rural settings in Australia and elsewhere. Rural resettlement is seen as an opportunity to revitalise rural communities, to fill the needs of employers in these areas, and to provide a welcoming community within which new arrivals can integrate and settle. However, challenges to rural resettlement have been identified including difficulties securing employment, discrimination and social isolation. These challenges can affect resettlement outcomes including health and wellbeing, though relatively little research has examined these links. In this paper we explored experiences of people from refugee background settling in a rural Australian town, examining interconnections between social determinants of health (SDH) and integration. Face-to-face interviews were conducted with 44 participants from Southeast Asia and Africa in a rural setting in South Australia, covering experiences of resettlement and impacts on health and wellbeing. Participants were recruited through existing connections within the community and snowball s ling. Audio recorded data were transcribed verbatim and analysed using framework thematic analysis. The study findings revealed a mixture of settlement experiences for participants across a range of elements of SDH and integration. A sense of safety and some elements of social connectedness and support were key enablers for integration and health and wellbeing, with main challenges including limitations in employment opportunities, mismatched education provision, experiences of discrimination and constrained access to services. Challenges experienced by refugees resettled in rural areas can affect integration, health and wellbeing and subsequent onward migration intentions. Attention to broader socioeconomic, cultural and environmental conditions, alongside tailored settlement support policies and practices for in idual rural resettlement sites, is required to support integration and health and wellbeing.
“We will start building from that”: Social capital, social networks and African migrants’ job‐seeking experiences in Australia
Publisher: Wiley
Date: 10-02-2022
DOI: 10.1002/AJS4.205
Abstract: This article explores the job‐seeking experiences of Black African migrants in South Australia, focussing on the role played by social networks in labour market integration. While it has been long held that “who you know” matters when finding work, the quality and nature of interpersonal connections that can be put to use for job‐seeking purposes suggests that not all networks effectively leverage social capital when it comes to employment. This article argues that Africa‐born migrants in South Australia are a small, erse population whose experiences of labour market integration are mediated by both reception (how they are received and perceived) and strategy and choice (decisions made by migrants themselves). There is evidence of these migrants’ evolving and expanding social networks however, the strategy of building the “right” social networks only goes part‐way to addressing employment gaps, while racialised social hierarchies are embedded in the Australian labour market.
‘We have to be really careful’: policy intermediaries preventing violent extremism in an era of risk
Publisher: Informa UK Limited
Date: 08-12-2020
“At night he cries from dreams”: Perceptions of children's psychological distress and wellbeing amongst parents with refugee or asylum seeker backgrounds in Australia
Publisher: Informa UK Limited
Date: 10-2019
DOI: 10.1111/AP.12399
Education department policy constructions within highly political contexts: a critical policy study of multiculturalism
Publisher: Informa UK Limited
Date: 08-06-2022
Refugee education in Australian secondary schools: an overview of current practices
Publisher: University of South Australia
Date: 2021
DOI: 10.25954/VGJV-0353
Practices for inclusion, structures of marginalisation: experiences of refugee background students in Australian secondary schools
Publisher: Springer Science and Business Media LLC
Date: 03-09-2022
Related Organisations
Related Funding Activities
How Schools Foster Refugee Student Resilience
Start Date: 2018
End Date: 2020
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP170100145
Start Date: 06-2018
End Date: 12-2023
Amount: $428,878.00
Funder: Australian Research Council
View Funded ActivityDiscovery Early Career Researcher Award - Grant ID: DE230100249
Start Date: 2023
End Date: 12-2025
Amount: $464,162.00
Funder: Australian Research Council
View Funded Activity