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dc.contributor.authorOnsando, Geralden_US
dc.contributor.authorBillett, Stephenen_US
dc.contributor.editorAndrew Smithen_US
dc.date.accessioned2017-05-03T12:12:09Z
dc.date.available2017-05-03T12:12:09Z
dc.date.issued2009en_US
dc.date.modified2010-07-01T06:45:26Z
dc.identifier.issn14480220en_US
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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent256848 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Vocational Education and Training Research Associationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://jtr.e-contentmanagement.com/archives/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom80en_US
dc.relation.ispartofpageto94en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalInternational Journal of Training Researchen_US
dc.relation.ispartofvolume7en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleAfrican students from refugee backgrounds in Australian TAFE institutes: a case for transformative learning goals and processesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 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 versionen_AU
gro.date.issued2009
gro.hasfulltextFull Text


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