Despite large flows of African refugee students into European and Anglophone schools, there remains a paucity of research, examining refugee education. This paper draws on findings from a case study of a previously ethnically homogenous regional secondary school, which had experienced a major increase in students from African refugee backgrounds. Utilising the theoretical lens of practice architectures, the paper examines how educators constructed schooling and classroom practices in relation to this shifting student demographic. It analyses how these practices and their constructions may be fostering and/or constraining inclusive educational practices. The consequences for teachers' continuing education are explored.
|Number of pages||20|
|Journal||Australasian Review of African Studies|
|Publication status||Published - Dec 2012|