Giving voice to families from immigrant and refugee backgrounds during transition to school

Kathryn De Gioia

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Many families arriving in Australia either by choice or for humanitarian reasons are faced with a new country, new language and developing an understanding of the intricacies of the new school context. This experience has been described by some of these families as overwhelming and can at times be met with misunderstanding and misinterpretation from all key stakeholders in the process. However, these families bring with them an understanding of the strengths of their children, their cultural background and experiences prior to starting school. The chapter uses the metaphor of the laden or weighted ‘backpack’ to explore the implications of Bourdieu’s notion of cultural capital within Bronfenbrenner’s bio-ecological model for children and families from immigrant and refugee backgrounds transitioning to school. Teacher’s voices are also included in this chapter to provide considerations of the dominant cultural representation of receiving these children and families into the classroom setting.

Original languageEnglish
Title of host publicationFamilies and transitions to school
EditorsSusan Dockett, Wildfried Griebel, Bob Perry
Place of PublicationCham, Switzerland
PublisherSpringer, Springer Nature
Pages37-49
Number of pages13
ISBN (Electronic)9783319583297
ISBN (Print)9783319583273
DOIs
Publication statusPublished - 2017

Publication series

NameInternational perspectives on early childhood education and development
Volume21
ISSN (Print)2468-8746
ISSN (Electronic)2468-8754

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  • Cite this

    De Gioia, K. (2017). Giving voice to families from immigrant and refugee backgrounds during transition to school. In S. Dockett, W. Griebel, & B. Perry (Eds.), Families and transitions to school (pp. 37-49). (International perspectives on early childhood education and development; Vol. 21). Cham, Switzerland: Springer, Springer Nature. https://doi.org/10.1007/978-3-319-58329-7_3