Views of adolescent Bhutanese refugees on home learning during school shutdown across the period of COVID-19
journal contributionposted on 2023-05-21, 07:21 authored by Nabaraj MudwariNabaraj Mudwari, Kim BeasyKim Beasy, Carol MurphyCarol Murphy, Monica CuskellyMonica Cuskelly
The coronavirus (COVID-19) pandemic is now a global crisis, resulting in the intermittent closure of many schools, worldwide. The school closures are believed to have affected adolescents’ education, particularly for vulnerable adolescents including those from a refugee-background. The study explores the home learning experiences of adolescent Bhutanese refugees in Tasmania, Australia and draws on social capital theory to interpret findings. Interviews with adolescent Bhutanese refugees revealed four overarching themes: disengagement from learning, the experience of isolation, the complexity of family relationships and motivation through relationships. This article makes an important practical and theoretical contribution to home learning through challenging Putnam’s binary distinction between bonding and bridging and suggesting alternative conceptualisations based on the role of bonding in the creation of bridging social capital. These findings have potential implications for the development of mitigation measures to support refugee-background students under extraordinary circumstances.
Publication titleJournal of Ethnic and Cultural Studies
Department/SchoolFaculty of Education
PublisherInternational Cultural Research Center
Place of publicationTurkey
Rights statementThis work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License, (https://creativecommons.org/licenses/by-nc/4.0/).