Abstract
Both the United States (US) and New Zealand (NZ) have been resettling refugees since the Second World War. As such, and because of several international treaties signed by both countries, they must concern themselves with the education of resettled refugee students in their nations. In this study, the researchers examine the international agreements and national resettlement policies that shape these nations’ refugee education policies. Second, educational practices for refugee students in the US and NZ using phenomenological qualitative research based on observations, interviews, and focus groups with teachers and refugee students are examined. The researchers conclude that the more systematic methods of resettlement and educational tools available to teachers in NZ through consistent national policies provide better opportunities for success than policies and practices that vary widely from state to state and even within states in the US.
Keywords
resettlement, education, qualitative research
ORCID Identifiers
Jody L. McBrien: https://orcid.org/0000-0001-6323-9877
Maria Hayward: https://orcid.org/0000-0001-8987-1715
DOI
10.5038/2577-509X.6.2.1085
Recommended Citation
McBrien, J. L., & Hayward, M. (2022). Refugee-background students in New Zealand and the United States: Roots and results of educational policies and practices. Journal of Global Education and Research, 6(2), 133-147. https://www.doi.org/10.5038/2577-509X.6.2.1085
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
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