Methodological Diversity as an Asset for Transition-Focused Higher Education Research with Students from Refugee Backgrounds

Autor/inn/en	Baker, Sally; Irwin, Evonne; Taiwo, Mary; Singh, Sonal; Gower, Shelley; Dantas, Jaya
Titel	Methodological Diversity as an Asset for Transition-Focused Higher Education Research with Students from Refugee Backgrounds
Quelle	In: Review of Education, 7 (2019) 1, S.5-32 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2049-6613
DOI	10.1002/rev3.3133
Schlagwörter	Refugees; Longitudinal Studies; Case Studies; Disadvantaged; Higher Education; Student Characteristics; Educational Experience; College Students; Barriers; Second Language Learning; English (Second Language); Cultural Differences; Student Attitudes; Social Environment; Foreign Countries; Trauma; Prior Learning; Australia + Suchen Sie Ihr Suchwort? Flüchtling; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungserfahrung; Collegestudent; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Schülerverhalten; Soziales Umfeld; Ausland; Vorkenntnisse; Australien
Abstract	This paper discusses the methodological and logistical complexities that underpin multi-method, multi-sited, multi-phased research with vulnerable communities. The project on which we draw was a 3-year Australian government-funded, longitudinal and cross-sectional exploration of students from refugee backgrounds (SfRBs) as they moved into, through and out of higher education from three different contexts, educational pathways and localities in Australia. While all students entering and participating in higher education may experience challenges, for SfRBs these are compounded by their linguistic and cultural diversity, instability, possible trauma and disrupted schooling. In the project presented in this article, these complexities and their relationships with transitions to higher education were captured through diverse methods and methodologies at three research sites, including longitudinal research with repeat interviews and cross-sectional, explorative methods. The opportunities provided by this methodological approach far outweighed the ethical and practical difficulties navigated by each of the research teams. The 'thick' data produced through prolonged and repeat engagements with a small cohort of participants at one site were made richer through explorations of differing social and geographical contexts across all three sites. Further, our collective interpretations of the data were made more robust through the reciprocity and reflexivity inherent in ethically researching with (not on) SfRBs and through multiple cross-site research team interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01