Provision of early childhood education and care services for refugee families took on heightened challenges during COVID-19 restrictions. We undertook a small-scale study to explore how Australian educators worked with and cared for refugee families during the COVID-19 outbreak in an urban Australian setting. This paper emerges from a larger…

This article employs the concepts of recognition and precarious mobilities to understand university education for people from a refugee background. The authors draw on their ongoing qualitative longitudinal narrative enquiry exploring the experiences of 22 students in Australia from asylum-seeking backgrounds during their three-year study for a…

After claiming asylum, refugee children work to re-build their worlds across three dimensions: safety, belonging, and success. This article examines the pedagogical practices that support this work arguing that a key, but under-examined practice draws on what we have termed pedagogical love. Building on a qualitative Finnish-Australian study, we…

Educational contexts around the world are increasingly characterized by diversity, including a rise in students from refugee backgrounds. Much research has focused on the educational needs of these students and the particular struggles they experience in educational contexts. The increasing number of refugee and asylum-seeking children in…

This article explores the social and historical formation of 'successful' refugee students' learning practices utilising in-depth, critical incident interviews with primary school aged, refugee-background students in Australia. Employing a practice lens, this article firstly explores the informal learning practices the students identify from their…

Transnational migration, especially the growth of forced migration is unsettling the literature on widening access to university education. Equity definitions and understandings that frame social inclusion have presumed stable domestic populations within nations and targeted redressing historic internal social inequalities. Refugees and people…

This article continues the well-established discussion of the ethics of TESOL by adopting a praxis perspective that views TESOL as holistic, ethical and moral task, rather than a technical task of delivering learning outcomes in a new language. This article is informed by the authors' empirical research in Finnish preparatory classes, and in…

The School to University Pathways for Refugee Students (SUPRS) project was a two-year case study conducted with seven schools and three universities across urban and regional Australia that investigated the enablers and constraints faced by refugee background students transitioning from high school to university. Focus groups and interviews with…

This article draws on an ethnographic study that consisted of in-depth case studies of eight Sudanese young people of refugee background living in rural Australia. Prompted by concern over deficit views of young refugees that pervade educational literature, we aimed to understand what facilitates their successful resettlement into Australian rural…

This article discusses literature pertaining to the settlement of African refugees in regional and rural Australia, particularly focusing on the specific challenges and opportunities faced by Sudanese young people of refugee background in education. Drawing on a pilot study of the out-of-school resources of regionally located young Sudanese…