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South Sudanese learners in Western Australia: Learning environments, expectations and participation
Book chapter   Open access

South Sudanese learners in Western Australia: Learning environments, expectations and participation

M. Turner
Settling in Australia: The social inclusion of refugees, pp.23-37
Centre for Social and Community Research, Murdoch University
2007
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Published (Version of Record) Open Access

Abstract

South Sudanese people coming to live in Australia in increasing numbers over the recent years bring with them a great diversity of educational experience. While many South Sudanese have had little or no schooling, there is also a sizeable group who have had sufficient education to access tertiary education after a relatively short period in Australia. This paper takes a people-context situated perspective in order to examine two groups of South Sudanese learners in two distinct learning environments: a women's group in a community literacy course and the first year university students, an entirely male group, also attending learning support units. Using situated learning theory, this chapter explores the different ways in which the women and the men negotiated their expectations of the educational process with their teachers in their respective learning environments and how the interplay between the expectations of educators and students affected participation, as well as the possible effects of these differences on their more general social inclusion.

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