Improving engagement in learning and transition to mainstream schooling for newly-arrived Sudanese youth in the middle years of schooling

提高新来苏丹青年在中学阶段的学习参与度并过渡到主流学校教育

• 批准号: LP0561597
• 负责人: Prof Karen Dooley
• 金额: $ 8.3万
• 依托单位: Queensland University of Technology
• 依托单位国家: 澳大利亚
• 项目类别: Linkage Projects
• 财政年份: 2005
• 资助国家: 澳大利亚
• 起止时间: 2005-12-19 至 2008-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/LP0561597
• 关键词: Improving; engagement; learning; transition; mainstream

The 'new wave' of Sudanese refugees (48.3% of 2003 intake) with disrupted educational and social/emotional backgrounds is currently challenging Australian schools' expertise and resources. Using frameworks that draw on cultural theory, identity and language, the study will explore the social capital needs (skills and capacities, and resource needs) of Sudanese middle-schooling students enabling successful, productive and engaged transition from their on-arrival program into mainstream secondary schooling. The resulting model and web-based materials will provide a framework for educating other groups likely to follow from Africa/elsewhere, and meet the National Priority Goal: strengthening Australia's social fabric.

“新一波”苏丹难民（2003年接收人数的48.3%）的教育和社会/情感背景受到破坏，目前正在挑战澳大利亚学校的专业知识和资源。利用文化理论、身份和语言的框架，本研究将探讨苏丹中学生的社会资本需求（技能和能力以及资源需求），使他们能够成功、富有成效地从初来乍到的项目过渡到主流的中学教育。由此产生的模型和基于网络的材料将为教育非洲/其他地区可能效仿的其他群体提供一个框架，并实现国家优先目标：加强澳大利亚的社会结构。