Student ID: 17730554 RT&L, 102096, 2016

Assignment 2: Critical Analysis Of Research

Researching Teaching & Learning (102096), 2016

By: Ali Hasna, 17730554

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The Naidoo (2012) article intends to identify the inequities refugee students experience whilst adjusting
to the Australian schooling environment, knowledge attained via the Refugee Action Support (RAS)
program. Matthews (2008) explains the origins of these inequities, as migrants are a cohort who suffer
dearly from their surrounding socio-political climate. Teachers and fellow students are often unaware of
such background and ethnic cultural differences present within a classroom, thus creating barriers.
There is a need to eliminate such barriers within the schooling environment, and society abroad, via
educators applying a specialized outlook necessary to cater for the particular needs of migrant students.
Such needs include their reduced English-literacy and numeracy abilities. Furthermore this presents
shortcomings in the current one size fits all teaching method, whom Naidoo (2012) describes as
standardized and constructed on the views of mainstream society, negatively impacting on the
academic success of refugee students. Matthews (2008) agrees with such stating that as a consequence
of forced migration, refugees are unsettled and their learning opportunities are interrupted, affecting
their post-school career avenues. This essay will contrast the research put-forth by both Naidoo (2012)
and Matthews (2008), whilst including ones own critical points of view. Additionally, learnt concepts
and how such a student group impacts on a teachers pedagogy (educational impacts), will also be
noted.

A review of literature finds Naidoo (2012) focuses on teaching behaviors that promote the equity of
refugee students. Her arguments have been mapped progressively, allowing the topic to flow amongst
responders. On the contrary, Matthews (2008) publication is not as organized and instead applies a
heavily politically-focused outlook. Both authors do however inform their perspectives with reference to
supporting literature.

Naidoo (2012) names an extensive list of prior research articles and then critiques them, via outlining
their limitations to inform a teachers methodology, demonstrating a reduced historical consideration
for refugee students. She then mentions the Milton, Rohl & House, (2007) reference that addresses the
boundaries of previously noted texts, by listing techniques teachers can employ to address the differed
learning needs of migrant students. The relevance of such draws paradox to the McCombs and Whisler
(1997) study that identified how a particular teaching style may collide with the learning aptitude of
particular students, thus creating confusion and equity issues (as seen with refugees). Matthews (2008)
gives further social content on this factor, explaining how migrants come-about to have such differed
requirements with the Shami (1996) quote, whereby refugees are a population who endure numerous
stereotypes and prejudices due to being criminalized as illegal queue jumpers. Matthews (2008)
cleverly then reverses this stance, presenting the issue from a refugees point-of-view with Rutters
(2006) migrants have often experienced or witnessed terrible acts such as violence, torture etc.
Highlighting such is evidence as to why refugees experience educational inequalities and difficulties
adjusting to the Australian schooling structure, and lifestyle aboard.

Naidoos (2012) inclusion of the Bartlett and Garcia (2011) study conducted in New York has been
mentioned as it is a success story which eliminated the damaging societal views Matthews (2008) noted
above. This was due to teachers effectively incorporating immigrant students into the schools habitus,

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increasing their academic success. Furthermore such can be used to create a like-wise parallel here in
our own Australian schooling context. Hence Naidoo (2012) continues teachers must extend their
experience and knowledge beyond the classroom. Matthews (2008) agrees with such, quoting there
is a need to build resilience and reduce vulnerability amongst refugees. Thus both authors research
compliments each-others viewpoints, leading to readers attaining an understanding as to how a change
in the best interests of refugees, is indeed very achievable.

Analysis of applied methodologies reveals that both Naidoo (2012) and Matthews (2008) have
conducted qualitative measures to collect data relevant to their topics, refugee education in Australia.
However Naidoo (2012) has justified this decision as a result of informed discussions during previous
RAS research. Whilst Matthews (2008) was much clearer on how she carried-out her investigations via
segmenting it into 3 parts. Each part applied a different qualitative measure to test various contributing
factors (affecting migrant students) based on their context and thus covered a broader scope. Doing
such corresponds with Ullman (2015) who asserts qualitative research is used when researchers aim to
focus on the study of the different societal constructs they operate in, hence as seen with the 3 different
segments.

Naidoo (2012) noted the experiences of participating teaching staff via both face to face (individual) and
group interviews. Focus-groups were then used to identify how the RAS program impacted students.
Similarly Matthews (2008) also generated data via semi-structured interviews (all audio recorded and
transcripted) on 15 personnel in 4 different schools. Data generated by 14 refugee students was
collected using visual research methods. Policy-based information was compiled using focus-groups with
29 informants. Justification as to why focus-groups are evident in both studies is explained by Ullman
(2015), whereby such creates discussions, meaning occupants openly share their feelings and opinions, a
factor not as achievable in individual interviews, thus increasing the validity of sources. Both researchers
have demonstrated that the collection of information from relevant stakeholders has led to a greater
understanding of the topic and informed their results below.

Naidoo (2012) and Matthews (2008) have both chosen to portray their obtained results in a similar style
via the inclusion of numerous extracts from the conducted interviews, directly informing readers on the
thoughts and experiences of participants.

Key findings which were alike included the confirmation of initial claims made by both authors. In
context, Naidoo (2012) declared that the success of refugee students is determined by a teachers ability
to program for their specialized needs, as well as promote greater family and community involvement.
This of relevance as it confirms claims made by Marsh, Clarke and Pittaway (2014), whereby a teachers
professional engagement is fueled by them being active in their local communities, allowing them to
continually assess their students learning needs. Matthews (2008) elaborates by noting that currently,
teachers are lacking adequate resources and strategies necessary to cope with partially skilled and
literate migrants. Such was addressed in Naidoos (2012) article that showed participants gained greater

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confidence in their studies and self esteem as a result of the additional after school tutoring received.
Hence this factor highlights a positive outcome and reiterates the need for scaffolded learning, thus
further reinforcing the limitations of a one size fits all approach. A point of view also shared by
Matthews (2008) is that the current practices do not accommodate multi-literate competencies. The
relevance of such outlines how refugee students require assessment tools and need guided instructions
to avoid alienation and marginalization, adding to the initial claims of Naidoo (2012). However
Matthews (2008) extends beyond Naidoo (2012), noting how some students may regard additional-aid
programs as un cool or punishment (further differentiating them from others). This is a dynamic fact
which pre-service teachers must consider when dealing with such students. Additionally it is interesting
to underline that a good researching principle, to mention possible limitations or negative outcomes of
the methodologies, was not present in either article.

Results which contrasted between the 2 studies, was Naidoos (2012) importance of trust in a teacher
strategy alone to cater for refugee students. Matthews (2008) instead argues a whole-school approach
would better address the reduced academic success of immigrants. Furthermore, Matthews (2008) has
addressed a limitation in the Naidoo (2012) study, whereby the initial cause as to why refugees are
unsettled in schools is because of the implications of trauma from past experiences. This point is of
significance as literacy dilemmas embedded in the classrooms of mainstream teachers would not be
apparent to both the refugee students and educators themselves, due to an insufficient understanding
of each others needs. Consequently such becomes more noticeable when the schools system is
considered as a whole. In abstract, the findings from both articles present ideas which could help
educators better address the needs of all diverse learners (i.e. Indigenous and low SES populations), not
just refugees.

Various key aspects have been learnt as a result of the conducted analysis deriving from both Naidoo
(2012) and Matthews (2008). There is a need for teachers to have a goal-driven mentality, Matthews
(2008), in order to effectively provide equal educational opportunities for all. Hence such reinforces the
need to understand what is valued by students, which helps establish and maintain constructive
relationships. Thus a paradigm shift whereby a teachers power can be used to better assist diverse
student populations, Naidoo (2012). Such is of relevance as it will allow for students to attain a sense of
belonging and worthiness, thus enhancing the future endeavors of immigrant students.

Relevant impacts on ones teaching practice outlined by Naidoo (2012), includes the role of teachers
continually being challenged/extended, whereby an effective balance between programming and
curriculum-outcomes is necessary in order to successfully address diverse students. Matthews (2008)
asserts likewise, in that the alteration of curricula and pedagogies are most effective in positively
contributing to the education of refugee pupils. Also both Naidoo (2012) and Matthews (2008) strongly
agree that a greater understanding of the complex backgrounds of migrant students is necessary, to
avoid making them feel like theyre silly or dumb, Naidoo (2012) when not understanding content.

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Thus this has been highlighted as there is a necessity amongst teachers to dispel ignorance on historical
perspectives towards refugees, as well as encourage students to actively challenge discrimination,
oppression and conflict. Some differences between the articles include Naidoo (2012) stating an
effective teaching period of 5-7 years is necessary in order for migrants to be completely English-
proficient and on par with mainstream students, setting achievable frameworks (scope) for future-
educators. Ones teaching practice has been highly informed as a result of such research. Learnt
outcomes are soon to be applied in upcoming Professional Practice units.

Naidoo (2012) concludes that only when teachers attain a greater understanding of the complex needs
of refugee students will they be empowered to navigate away from mainstream/conventional teaching
methodologies, towards providing an individualized student experience via offering additional
assistance. On the contrary, Matthews (2008) argues that it is a necessity for schools to focus on their
own procedures, policies and processes, encouraging refugee students to challenge societys pre-
existing racialised discourse. One would agree with the viewpoints of both, due to Naidoo (2012) and
Matthews (2008) demonstrating an extensive understanding as to how refugees lifelong experiences
can be determined by their education, thus an informed decision as a consequence of critically analyzing
both articles. Furthermore, a successful schooling-encounter will allow these new Australians to develop
their own identify and engage with society on a new level, sharing their own cultures and abilities, as
well as learning to celebrate the difference of others, hence achieving equity in Australian schooling.

References

Bartlett, L., & Garcia, O. (2011). Additive schooling in subtractive times: Educating dominican immigrant
youth in the heights. Nashville, TN: Vanderbilt University Press.

Marsh, C., Clarke, M. and Pittaway, S. (2014). Becoming a Teacher (6th ed.). Australia: Pearson.

Matthews, J. (2008). "Schooling and settlement: Refugee education in Australia." International Studies in
Sociology of Education 18(1): 31-45.

McCombs, B. L. and J. S. Whisler (1997). The Learner-Centered Classroom and School: Strategies for
Increasing Student Motivation and Achievement. The Jossey-Bass Education Series, ERIC.

Milton, M., Rohl, M., & House, H. (2007). Secondary beginning teachers preparedness to teach literacy
and numeracy: A survey. Australian Journal of Teacher Education, 32(2), 120.

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Naidoo, L. (2012). "Refugee action support: Crossing borders in preparing pre-service teachers for
literacy teaching in secondary schools in Greater Western Sydney." International Journal of Pedagogies
and Learning 7(3): 266-274.

Rutter, J. (2006). Refugee children in the UK. Maidenhead, Windsor and Maidenhead: Open University
Press.

Shami, S. (1996). Transnationalism and refugee studies: Rethinking forced migration and identity in the
Middle East. Journal of Refugee Studies, 9(1), 326.

Ullman, J. (2015). Applying Educational Research (2nd ed.). Sydney, Australia: Pearson.

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