The sense of belonging in a new community is difficult to achieve, especially if the child speaks a different language. Consequently, there can be marginalisation and disenfranchisement. In addition, immigrant youths from particular culture may band together, which can create a sense of distrust within the wider community. This makes the educational setting an important tool to create belonging, because through this compulsory framework children and cultures can be brought together (Mosselson, 2009).
A particular problem that is faced by youths is that they can be marginalised due to their culture, which creates a ‘them and us’ mentality. Arguably there is a hidden agenda within the educational framework that supports this (Mosselson, 2009). This means that it is necessary to develop a proactive framework to prevent such marginalisation, as well as integrate refugee children within the mainstream community (Mosselson, 2009). However, integration does not mean that there should be assimilation. Thus, it is necessary to find and create positive experiences, in respect to the cultures that are coming together (Mosselson, 2009). It can be seen that the classroom setting is ideal for this agenda, especially if teachers are trained to engage in these activities and create a positive experience (Roxas, 2011).
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The proposed research will examine the issues surrounding the hidden agenda that institutionalised bias may create marginalisation. It will then consider the positive strategies that can be developed to ensure that there is properly educated teachers to develop an integration strategy (Roxas, 2011). However, this strategy has to be based on targeting the specific needs of the immigrant youth (i.e. not all immigrants are the same) (Roxas, 2011). Finally, the research will argue that it is necessary to develop positive experiences, which will mean that there is acceptance of the immigrant youth, as opposed to them being treated as the other.
- Mosselson, J. (2009). Where am I? Refugee students living in the United States. Journal of the History of Childhood and Youth, v.2.3., 453-472
- Roxas, K. (2011). Tales from the front line: Teachers’ responses to Somali Bantu refugee students. Urban Education 46:513-548.
