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

Kathryn De Gioia

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    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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