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Previous experience, trickle-down training and systemic ad hoc-ery: educators’ knowledge acquisition when teaching refugee pupils in one local authority in England
Schools play a key role in the lives of young refugees and asylum seekers, yet it is unclear to what extent educators are prepared to effectively teach this population. In this study, we examined how educators acquire knowledge relevant to teaching refugee pupils through a survey (n = 295) and nestled case studies of 17 teachers at two schools in England. Educators…
Conceptualising educational provision for unaccompanied asylum-seeking children in England
The right to education for all children, including asylum-seeking children, is enshrined in the UN Convention on the Rights of the Child. However, there is little research available to describe the educational provision provided to unaccompanied asylum-seeking children (UASC) in England. Crucially, it is not known whether the educational needs are met by the provision available to UASC. In the…