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dc.contributor.authorOnsando, Gerald
dc.contributor.authorBillett, Stephen
dc.contributor.editorAndrew Smith
dc.date.accessioned2017-05-03T12:12:09Z
dc.date.available2017-05-03T12:12:09Z
dc.date.issued2009
dc.date.modified2010-07-01T06:45:26Z
dc.identifier.issn14480220
dc.identifier.urihttp://hdl.handle.net/10072/29564
dc.description.abstractAustralian Technical and Further Education (TAFE) institutions are perhaps the most heterogeneous of the nation's educational sectors. However, their capacity to provide inclusive education is constrained by their curriculum focus and pedagogical practices and culturally-premised assumptions that may inhibit learning for students from diverse cultural backgrounds and life experiences. This paper reports a study that investigated the experiences of learning for African students from refugee backgrounds in TAFE institutions. Adopting phenomenological methodology, the paper illuminates ways in which the students' earlier and current experiences shape their learning at TAFE institutions. The findings indicate that, while greatly appreciating being in a safe environment, African students from refugee backgrounds nevertheless experience racial discrimination and social exclusion as they resettle in Australia. Also, the pedagogical practices at TAFE institutions do not always recognise or accommodate their socio-cultural backgrounds and refugee life experiences. In all, the 'experienced curriculum' created unhelpful dissonance's for these students. Consequently, the paper argues that in order to benefit more fully from their educational experiences in TAFE and more effectively engage in Australian society, including employment, African students from refugee backgrounds require particular interventions from these institutions and those who teach in them. It is proposed that a transformative learning approach is required for these students in TAFE institutions.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent256848 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_AU
dc.publisherAustralian Vocational Education and Training Research Association
dc.publisher.placeAustralia
dc.publisher.urihttp://jtr.e-contentmanagement.com/archives/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom80
dc.relation.ispartofpageto94
dc.relation.ispartofissue2
dc.relation.ispartofjournalInternational Journal of Training Research
dc.relation.ispartofvolume7
dc.rights.retentionY
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchEconomics
dc.subject.fieldofresearchStudies in Human Society
dc.subject.fieldofresearchcode139999
dc.subject.fieldofresearchcode13
dc.subject.fieldofresearchcode14
dc.subject.fieldofresearchcode16
dc.titleAfrican students from refugee backgrounds in Australian TAFE institutes: a case for transformative learning goals and processes
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 2009 e-Content Management Pty Ltd. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version
gro.date.issued2009
gro.hasfulltextFull Text
gro.griffith.authorBillett, Stephen R.


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