‘Wenesh Niin’: Laying the foundation of the Spirit Within
3 December 2024, 11:00am – 12:00pm
Summary
Summary to come
Recording
Recording to come
Resources
Becoming future-ready: Digital inclusion of young refugees and asylum seekers in Australia.
November 28 from 4:30 pm – 5:30pm
Summary
In this session, final year PHD candidate Sherry, from the Queensland University of Technology unpacked her research into digital inclusion and equity for young people from refugee and asylum seekers in Australia. Her findings highlighted the complex challenges faced by students and educators in terms of access, resourcing and safe learning spaces. The session raised important issues for policy makers and the role of educators to provide culturally responsive and safe learning and facilitate resourcing for access to technology. It also provided insight into many of the challenges young people face during re-settlement and the critical role technology plays in both settlement and education.
2024 VicTESOL Symposium – Keynote Session: Refugee education in Australia: what helps, what hinders and what needs to change
11 November 2024, 4:30pm – 5:30pm
Summary
VicTESOL were very pleased to have Dr Melanie Baak present the key note address for the 2024 symposium, which set the scene for the rest of the symposium events. Melanie presented on a significant body of research looking at how schools foster resilience for students from refugee backgrounds. She presented key learnings and information that resonated with the experiences of attendees. Melanie’s insights were very thought provoking, which generated lively discussions between attendees in break out room sessions and led nicely to the next programmed event – hearing the experiences of young people of refugee backgrounds in Victorian schools.
Recording
Resources
2024 VicTESOL Symposium – Workshop: Impacts of Trauma on Learning and Behaviour
20 November 2024, 4:30pm – 6:00pm
Summary
In this session, Lindsey Hogg, Professional Learning Officer, and Allison Greene, Lead and GROWTH Coach, from Foundation House Schools Support Program presented a session on Foundation House’s Recovery Model. This session unpacked practical and developmentally appropriate support strategies for learners’ impacted by trauma. The session emphasized the importance of trauma informed practice when working with learners from refugee or refugee like background and the importance of creating safe and culturally responsive learning environments that empower and promote the establishment of safe and nurturing relationships.
For More information of Foundation House Recovery Model or Refugee Education Support Program or wellbeing services for education sites contact: (03) 9389 8900
School support: https://foundationhouse.org.au/specialised-programs/schools/
Referral Support: https://foundationhouse.org.au/for-clients/make-a-referral/
Recording
Recording to come
Resources used in the session
Other Resources
2024 VicTESOL Symposium – Panel Discussion
18 November 2024, 4:30pm – 5:30pm
Summary
This panel was held in response to symposium keynote address by Melanie Baak, Refugee education in Australia: what helps, what hinders and what needs to change. The Pannel was facilitated by Victesol committee member, April Edwards. Pannel members from a range of settings including school leadership and refugee support services discuss their experiences of working with students from a refugee background. This included the teaching of English as Additional Language, creating welcoming and inclusive social environments, supporting pathways and supporting wellbeing. The Pannel discussed ways schools can be culturally responsive and importance of supporting wellbeing and being aware of challenges faced within the settlement process and establishment of new lives and identities.
Panelists:
Sarah Cunningham has been employed with CatholicCare Victoria since 2020, coordinating a Job Readiness Program for refugee youth and their mothers in Geelong’s Northern Suburbs.
Debra Gibson is the Principal of Doveton College – a vibrant learning community comprising an Early Learning Centre for children 0-5 years of age, school for Foundation to Year 9 and a range of adult learning classes.
Christine Bakopanos is a Counsellor-Advocate Senior Practitioner at The Victorian Foundation for Survivors of Torture- known as Foundation House. Foundation House provides a range of services to people from refugee and asylum-seeker backgrounds who have survived torture or war related trauma.
Houda El Kheir has been working as a Multicultural Education Aide at Meadows Primary School, in Melbourne’s north for the last 5 years. She works closely with teachers, the principal and the wellbeing team in supporting newly arrived and refugee families to navigate the Australian schooling system.
Recording
2024 VicTESOL Symposium – Pre-recorded Interviews: The Experiences of Students from Refugee Backgrounds
13 November 2024, 4:30pm – 5:30pm
Summary
Summary to come
Resources
Exploring strategies for educator wellbeing
13 June 2024, 5:15 pm – 6:30 pm AEST
Summary
1. Defining Wellbeing
Alexandra began by defining wellbeing as encompassing the health of the whole person, including physical, mental, social, and emotional aspects. Wellbeing is strongly linked to happiness and life satisfaction, influenced by our surroundings and actions, and can change over time. It’s important to note that wellbeing is not a one-size-fits-all concept and requires long-term, sustainable solutions adapted to individual needs.
2. Frameworks for Understanding Wellbeing at Work
Alexandra introduced the PERMA framework as a tool to understand and enhance wellbeing at work. The PERMA model includes:
Positive Emotions: Experiences that contribute to overall happiness and resilience.
Engagement: Being fully absorbed in activities that balance challenge and skill use.
Relationships: Developing meaningful connections with others.
Meaning: Having a sense of purpose and feeling that one’s work is valuable.
Achievement: Accomplishing goals and feeling a sense of competence and pride.
3. Benefits of Setting Boundaries for Wellbeing
Setting boundaries is crucial for maintaining wellbeing. Alexandra emphasized that boundaries help individuals manage stress, prevent burnout, and maintain a healthy work-life balance. Boundaries allow educators to say ‘no’ when necessary, ensuring they do not take on more than they can handle and protecting their time and energy for activities that support their wellbeing.
4. Strategies for Self-Care to Enhance Job Satisfaction, Resilience, and Wellbeing
Alexandra discussed various self-care strategies, including:
Physical Wellbeing: Engaging in regular physical activity and ensuring adequate rest and nutrition.
Emotional Wellbeing: Practising self-compassion, mindfulness, and seeking support when needed.
Professional Wellbeing: Setting realistic goals, celebrating achievements, and continuing professional development.
Social Wellbeing: Building strong relationships with colleagues and participating in a supportive community.
Alexandra also highlighted the importance of creating sustainable habits and reflecting on individual needs to develop a personalised self-care plan.
By integrating these strategies, educators can improve their job satisfaction, resilience, and overall wellbeing.
Non-native English Language Teachers’ Stories: Constructing Cosmopolitan Professional Identities in Australia
30 April 2024, 4:00 – 5:15pm AEST, Online
Summary
In this professional learning session, Non-native English Language Teachers’ Stories: Constructing Cosmopolitan Professional Identities in Australia, Nashid Nigar shared her recent PhD findings. In her research she interviewed 16 participants, using a hermeneutic phenomenological narrative (HPN) approach, examining the professional identity construction of immigrant English language teachers (ELTs) in Australia, who speak English as a second or additional language. Nashid discussed the concept of “hybrid professional becoming”, which transcends the binary construct of native and non-native ELTs. This allows for a ‘fluid identity shaped over time by transnational professional agency, ideologies of power, race, language, and cultural intersection’.
The session was a powerful showcase of the challenges and opportunities that exist within the Australian education system. It provided valuable insights into the experiences of immigrant ELTs and how we can foster a ‘richer, more inclusive teaching and learning environment’. Attendees were grateful for the learning opportunity and were given the chance to share their own personal and professional experiences.
VicTESOL would like to thank Nashid for generously sharing her research and for her valuable contribution to the VicTESOL professional learning community.
Recording
Resources
The role of schools in supporting settlement: Focusing on wellbeing in migrant and refugee education.
August 30 from 3:30 pm – 5:00 pm, Virtual Event
Summary
This session explored the vital role schools play in the settlement journey of migrant and refugee-background students. Mollie Daphne (Secondary School Teacher & PhD candidate, Victoria University) unpacked key frameworks which support the conceptualisation of settlement as a multifaceted, multidirectional process shaped by various factors. Throughout the session, participants were invited to consider the roles schools can play, through collaboration with other services, towards supporting the academic and social and emotional needs of newly arrived children and young people.
The session also including an engaging panel of presenters who all currently work in schools, supporting newly arrived students: Elena Di Mascolo, Sarah Douglas, Meagan Becker and Megan Salter. The panel discussed the challenges schools face in seeking to address settlement needs and shared examples from their own extensive professional experience of practical ways schools can advocate for and support young people from refugee and migrant backgrounds.
Recording
Resources
Online LMERC Resourcing Event
September 6 from 4:00 pm – 5:00 pm – Virtual Event
Summary
Participants had the opportunity to learn about Languages and Multicultural Education Resource Centre (LMERC) and the resources and assistance available.
Recording
Resources
Resources to Come
