Developing social inclusion through after‐school homework tutoring: a study of African refugee students in Greater Western Sydney

Abstract

Schools represent the primary setting where refugee children learn about Australian life and culture. They serve as a broad context for acculturation not only for academic development and language acquisition but for cultural learning too. This paper focuses on the after‐school homework tutoring programme that uses University of Western Sydney (Australia) secondary teacher education students as tutors for African refugee students in secondary schools to facilitate their inclusion into Australian society. African refugees may receive lower returns for education in comparison with other Australian migrants. Using Bourdieu’s theory of social capital and cultural reproduction as a conceptual framework, this paper discusses the part played by schools in constructing barriers that prevent under‐represented groups such as refugees participating in the education process. It aims to explore the success of community engagement programmes like Refugee Action Support, which is designed to act in the interests of others (refugees) characterised as socio‐culturally disadvantaged.

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