Navigating Resettlement Matched Mentoring and Creative Media Design for refugee and migrant youth Greater Western Sydney

Transcription

1 Navigating Resettlement Matched Mentoring and Creative Media Design for refugee and migrant youth Greater Western Sydney Cultural Shift Conference 10 August 2017

2

3

4

5

6

7

8

9

10

11

12 Main Office: Blacktown125 Main St Blacktown Mt Druitt Shop 3, 6-10 Mount St Our Hubs Penrith Suite 113, Community Connection Building Henry St Rouse Hill Outreach Level 2, Suite 210, Vinegar Hill Memorial Library, Rouse Hill Town Centre

13 Many job ready, education and mentoring approaches have been shown to be inadequate in helping young people develop the confidence and skills that they need as they do not take account of the specific challenges young refugees and migrants face such as lack of social networks, language skills and confidence (Renzaho 2016; Bansel et al 2016). The Problem JOB READY PROGRAMS ARE OFTEN DELIVERED AS ISOLATED GOAL SETTING EXERCISES PROGRAMS DO NOT TAKE ACCOUNT OF WHOLE PERSON S PAST EXPERIENCES, PRESENT CIRCUMSTANCES AND FUTURE DESIRES SOME YOUNG REFUGEES AND MIGRANTS ARE RELUCTANT TO ENGAGE IN EDUCATION AND HAVE UNEVEN EDUCATIONAL OPPORTUNITIES

14 The Navigate Project A year-long collaboration between The Centre for Educational Research (CER), Western Sydney University and SYDwest Multicultural Services Blacktown to respond to the educational needs and aspirations of young refugees and migrants between years of age during their initial resettlement period in Greater Western AIM: We wanted to develop and design a best practice model for engaging young refugees and migrants in exploring their educational and life aspirations

15 The Navigate Project Specific Aims: 1. to reach beyond basic literacy and numeracy interventions. 2. to learn about young refugee and migrant hopes and dreams for their future. 3. build upon their strengths and to navigate towards their educational and employment aspirations.

16 Research Approach The project was grounded in the young people s lives rather than a one size fits all approach based on building on their strengths and involving them in decision making. Many job ready, education and mentoring approaches have been shown to be inadequate in helping young people develop the confidence and skills that they need as they do not take account of the specific challenges young refugees and migrants face such as lack of social networks, language skills and confidence. Transversal considers the global, national and local effects on individuals and communities movement from one place to another, which necessitates transversing aspects of time, place and culture (Bartlett and Vavrus 2014). A/r/tographic transversed multiple roles such as artist, researcher and teacher described by Irwin et al (2016) Cultural Wellbeing acknowledges the complex nexus of cultural beliefs and relationship to place that influence young people s sense of well-being.

17 Research Design The research was an immersive multimodal project where researchers also acted as facilitators, youth workers, teachers and artists. The research took place between July 2016 to July 2017 and incorporated weekly sessions from 4-6pm during school terms on Monday afternoons at Sydwest Main Street Blacktown site. 2 hours weekly sessions during school terms from August 2016 to July 2017 (study centre, web design, creative centre) Ethnographic immersion 15 x Survey s on ipad 3 x focus groups with 8-10 in each group, 30 x interviews with young people, mentors and Sydwest youth team 2 x University visits 16 x mentoring session evaluation 1 x visit to Western Sydney Wanderers soccer game with young people

18 What We Did It was very important for the project to reflect young people s own personal and cultural contexts and for them to feel a sense of ownership over the activities and their life choices. We held weekly sessions aimed to develop confidence, motivation, responsibility, persistence, exercise choice and decision making capacity. These skills are recognised as important attributes for social cohesion and to successfully engage in further education and future workplaces. We did this primarily in three ways; 1. Study Centre Academic and peer mentoring through ongoing study centre and developing networks to Western Sydney University by visiting local campus. 2. Web Design Weekly IT workshops including video skills, photoshop, audacity and more with the aim of making their own webpage and leaving a legacy for other refugees and migrants when they come to Australia. 3. Creative Space Regular art activities and a creative space to develop risk taking, creative and critical thinking.

19 Participants Included 58 refugees and migrants between 9-25 from Sydwest MS Blacktown and 20 from local schools Country of Birth from SYDwest MS Afghanistan 20 Sri Lanka 8 Iran 6 Sudan 4 South Sudan 3 Syria 3 Australia 3 Pakistan 3 India 2 Egypt 2 Kenya 2 Liberia 1 Iraq 1

20

21

22

23

24

25

26 Key Findings Preliminary The Navigating Resettlement Project ensured that young people were able to question and explore their genuine interests and work towards these. Sometimes these educational and career interests would change at other times these were strengthened by finding out about them. The important thing is that they had a flexible and informal space to explore their hopes and dreams in a safe supportive environment which was supported by a team of educators and youth workers with diverse areas of expertise

27 The 3 Way Navigate Menu Model Informal Drop in style Consistent and structured Flexible and adaptive Safe and relaxed Responsive to need Allows for choice and movement Supported by expert mentors Promoting employability skills such as problem solving, digital literacy, teamwork, creativity and presentation skills (FYA 2016). Click in, click out creative space for expression, risk taking, decision making and created a safety valve for genuine connection Web Design Creative Space Study Centre Click in, Click out space for flexible programs that retain the overall structure

28 Refugee and Migrant Participants Engagement in sessions by Age and Attendance years years years years Any 6 weeks + 6 weeks -

29 Web Design Web Design The weekly website design workshops enabled young people to gain skills in web design, digital photography and video production using industry standard computer software and hardware. While constructing their stories, they also developed literacy skills and learnt about using appropriate presentation styles for different audiences. Web Site We wanted to share young migrants and refugees stories of resettlement transitions through the creation of a website, designed by young people for young people. The aim of the website design project was to document young people s past and present experiences of resettlement as well as to map their career aspirations, hopes and desires for the future and to share their journeys with future migrants and refugees so they know what resettling in Australia involves.

30 Study Centre and mentoring program While the aim of the research was to establish a study centre it did not happen straight away. In August 2016 we began slowly with intermittent engagement. The homework centre ran in one room and Navigating resettlement in another. Eventually we moved these together with great results. Western Sydney University Masters trained Pre-Service teachers from the School of Education acted as mentors and assisted the young people with their homework needs, advice for further study every week. This was part of the PSTs degree requirements so they were invested in attending. Two visits to Western Sydney University. The first was exploratory. The second was a dedicated mentoring session with a range of academics from Professor to Undergraduate students

31 Mentoring Visits Two visits to Western Sydney University were organised Young people were able to explore course choice options as well as ask the mentors questions about their career journeys. Our approach to mentoring is based on enabling young people to make informed choices about their course preferences and overall career aspirations, which do not necessarily have to lead to studying at university. We received positive feedback from the young people about the two university visits. Some changed their minds about what course they wanted to study as a result of the university visits, while others remained certain about their original course options. Young people s feedback on the visits suggests that they made studying at university seem realistic and accessible.

32 Refugee and Migrant Participants Engagement by Study Interests Study Interests Study Interests

33 Discussion Preliminary The Navigating Resettlement Project ensured that young people were able to question and explore their genuine interests and work towards these. Sometimes these educational and career interests would change at other times these were strengthened by finding out about them. The important thing is that they had a flexible and informed space to explore their hopes and dreams in a safe supportive environment.

34 Creative Space Initially there was a study space and a web design computer space but then a creative third space emerged. We began to bring in art materials to engage young people in conversation about their aspirations and as a way to capture content for the web page but it grew to be a space in its own right. The space became a relaxed and sometimes non-verbal place for young people to express themselves. The creative space provided a place for young people to dip in and out of when they needed a break from their study. They could choose to play, laugh and chat or sit quietly and paint. It was in this more informal space that we found out most about the lives of the amazing refugee and migrant youth and what they wanted to do in their futures, the challenges they faced and their strengths, sense of humour and individual personalities. This space was where the reality of young people s lives was shared and vulnerabilities expressed. The informal space is where encouragement and feedback developed confidence in their abilities through making choices and honestly expressing their hopes and fears about their future. The creative space was the place where we developed mutual relationships based on trust and respect.

35 Key Findings Preliminary 1 High value on Education alongside personal passions 2 Strong desire to succeed 3 Trauma, Loneliness and disconnection 4 Limited Social Networks 5 Giving Back to family and community 6 Visual and digital expression mediated language and cultural barriers 7 Make the most of Opportunities 8 Future Uncertainty 1. Tri- Model approach worked to engage, especially creative space as it mediated language barriers 2. Flexible Drop in approach needed 3. Act as translators or bridge for parents 4. High aspirations to succeed 5. Strong desire to go to University or further study 6. Mentoring needs to be both specific and broad 7. Bridging differences between Pre-service teachers raised awareness changed teaching practice perspective 8. Need to challenge limiting beliefs for refugees by youth and settlement services 9. Desire to please parents and give back to community 10. Personal passions at odds with parental expectations 11. Isolation and loneliness 12. Uncertainty of future 13. Make the most of many opportunities 14. Multiple creative ways to tell story gave confidence

36 Key Recommendations Preliminary 1. An informal tri-model approach to navigating transitional learning for young people should be adopted as it combines structure, flexibility and creativity allowing choice depending upon their needs and avoids assumptions about levels of interest and ability. Academic mentoring, digital literacy and creative space. 2. Education in how to support aspirations. Teachers, youth workers and staff from Non-Government Organisations involved in support programs for young refugees need to be educated in how to raise aspirations and not unwittingly undermine, discourage or limit aspirations. 3. Provisions and funding for 8-12 age younger refugee and migrants as there is a significant gap in services for this age group. 4. Prioritize social networks. Creating social networks through structured mentoring programs alongside interest groups should a priority for young refugees and migrants as a common challenge was loneliness, isolation and a feeling of not belonging.

37 Key Recommendations Preliminary 5. Provide spaces and activities for creative expression. Opportunities for young refugees and migrants to express themselves creatively to develop risk taking, digital literacy, decision making skills, critical and creative thinking for job ready skills. 6. Youth Advisory group for Western Sydney Refugee and Migrants. Public speaking and advocacy of rights. Opportunities for young refugees and migrants to have their voices heard and speak in public to develop leadership within their own communities such as youth advisory group for Western Sydney. 7. Working with or alongside young refugees rather than deliver and leave. Study and personal interests worked best when initially working alongside another more experienced mentor to help scaffold the process through real time responses as it captured the moments of need rather than delivering information that needed to be later applied. 8. Aim High and Support inner the journey. Transition Programs should encourage young refugees and migrants to aim high and be supported rather than discouraged as having unrealistic aims through matched mentoring programs.