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DOI

10.14221/ajte.2009v34n4.5

Abstract

This article uses Gidden’s structuration theory to analyse the Refugee Action Support program in Greater Western Sydney. The study shows that many refugee students in Australian high schools experience difficulty with academic transition in mainstream classrooms due to their previous experiences in war-torn countries. As a result of the trauma suffered, many refugees have difficulty adjusting to the host society. The problem is further exacerbated by the fact that many of the refugees may not previously have had any form of formal schooling. Their literacy development may therefore be impacted by both individual and structural factors. Structuration theory helps us understand how literacy was improved for these refugee students and how practice was mediated as a result of the Refugee Action Support program

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Link to publisher version (DOI)

10.14221/ajte.2009v34n4.5