Denise Murphy

Maddelyn Holland - Tam

EDSS428
S00155936

Are refugees a social issue?

Introduction:
Hughes (2015) defines refugees as those who are forced to flee their
country due to war or persecution as well as the death, destruction and
poverty that go with it. These victims are desperate to seek refuge in
various communities worldwide and be allowed the basic human rights of
safety, freedom, equality and dignity (Reeves, 2015). The strong opposing
views and actions taken globally in allowing refugees to enter alternative
countries affects us all and contradicts these basic human rights adopted
by the UN general assembly in 1950 (Rothwell, 1998).
The treatment and opposing views on refugees is presented in todays
media around the world, as is the continuous increase in refugees arriving
in Australia. It is therefore imperative that students are provided with a
means of linking what they may know from the media to the theory about
democratic political and legal institutions and values such as fairness,
equality and citizens rights that underpin a democracy (Reynolds, 2014).
Furthermore it is important for students to identify that the issue of
refugees is a current and ever growing problem that requires a solution.
One-way in solving this problem is through education and in particular
through the domain of Humanities.
Reynolds (2014) believes that in becoming an informed and global citizen,
students are required to attain the values and skill sets needed to engage
with, and seek change in an increasingly globalized world. The issue of
refugees crosses over a range of multi-disciplinary approaches, enabling
students to develop an intercultural understanding, a sense of social
responsibility and a deep respect for human life and dignity (Victorian
Curriculum and Assessment Authority [VCAA], 2015).

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In order to educate students on the social issue of refugees, a strong
understanding and recognition of change needs to be taught. It is
therefore vital that teachers have a profound knowledge of the issue,
consider relevant aspects of the Victorian Curriculum and use a variety of
learning and teaching strategies that can be used in informing our future
citizens.

Refugees as a real and contemporary issue:

The issues that refugees face today is not something new and it is
important to identify the past in order to concede to the necessary change
for the future. Rothwell (2015) discusses the historical event of the plight
of refugees emerging out of the darkness of World War II, from the
genocide of six million people and the mass movement of at least 20
million others in Europe alone. From this event, the U.N created a
legislation that stated a shared responsibility of refugees by providing
them with a safe place to live. Regardless of this international treaty being
signed by over 147 governments including Australia, the system is failing
both globally and nationally and this is evident even more so in relation to
the situation we see in Syria today (Silove, 2016) therefore the importance
of educating about this failing system and what we can do to improve it
through the Humanities is exemplified.
Reeves (2015) concluded that the options provided to refugees today are
down to three. This includes encampment, urban destitution and
dangerous journeys. Regrettably, refugees are taking the third and most
dangerous option. Nationally, Australia itself has turned back thousands of
illegal refugees who have come by boat while thousands of others are
trapped on Christmas Island and even more are being sent to offshore
detention. We are witnessing this inhumane response to a humanitarian
crisis nationally but also regionally as thousands of refugees try to settle
into metropolitan areas and seek the much needed, yet limited support
services and restricted employment opportunities (Ludwig, 2014).
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Denise Murphy
Maddelyn Holland - Tam
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S00155936
Children are bearing witness to these events through the media and in
their local community, it is therefore imperative that they have the
knowledge and understanding to recognise what is going on, why it is
going on and what needs to be changed.
This issue is a real and relevant issue that impacts our society on a global,
national and regional level. Henderson (2014) argues that it is not
necessarily the rules that are wrong, but that we as a society are not
applying them adequately through a changing and globalized world. We
need to recognise why the current system is not working and what we can
do to fix it. These questions should be posed, discussed and reflected on
within our current education system, which also coincides and relates to
the Victorian Curriculum in order to create informed and global citizens of
Australia.

Incorporating the social issue of refugees through the

Victorian Curriculum:
When teaching about the social issue of refugees through the Humanities,
it is imperative to consider the Victorian Curriculum, whether it is age
appropriate and whether it aims to meet the standards for the students
year level.
The issue of refugees is most suited for year levels 3 to 6 and crosses over
all disciplines within the Humanities.

Denise Murphy
Maddelyn Holland - Tam
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In discussing this issue, students are asked to reflect on refugees
rights as well as the rules and legislations created in ensuring these rights
are preserved (VCCCCL004). This is covered through the discipline of
Civics and Citizenship during year levels 3 to 6. VCAA (2015) explores how
focusing on an existing issue develops students reflective and critical
thinking in order to actively participate, reflect and improve democracy.
During the unit of work students will gain the skills and knowledge needed
to make informed judgments to make plans for action and recognise the
values which underpin a democratic community, including equality,
tolerance and inclusion (VCAA, 2015). This is done through students
examining the concept of global citizenship (VCCCC017), identifying
varying view points on a modern issue relating to democracy and
citizenship (VCCCC015) and recognizing who can be an Australian citizen;
their rights, responsibilities and shared values within Australian society
(VCCCC014).
Geography is also recognized as an important discipline to teach, due to
the various countries that refugees wish to flee and seek protection.
Therefore these students will have the chance to explore torn war
countries including Afghanistan and Iran; both of which have a direct
relationship with Australia as well as places of deployment such as Papua
New Guinea, Christmas Island, Manus Island and Nauru. Students will take
part in identifying neighboring countries and their diverse characteristics
(VCGGK078), recognise the similarities and differences between places in
regards to their type of settlement, demographic characteristics and the
lives of the people who currently live there (VCGGk084) as well as
identifying Australias connection with various countries and how this
influences people and places (VCGGK098).

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The discipline of Economics and Business will be explored as students
analyse the varying viewpoints on how refugees are seen to impact their
countries economy, including job opportunities. Students will study the
effects citizens have on their community and the natural, economic and
business environment (VCEB005), explore the nature and meaning of work
and why individuals participate in such duties (VCEBW007) and make
decisions, identify appropriate actions by considering both the advantages
and disadvantages concerning an economics business issue or event
(VCEBE010).
Finally, through the social issue of refugees, students will explore past
events that led to the creation of current acts and legislations and the
impact these had on a global community. Furthermore, students will
investigate different time periods in recent history and how the issue of
refugees were handled. Through historical concepts and skills, such as
chronology, continuity and change and cause and effect, students will
learn to describe the different perspectives held from people in the past
and how this impacted on their decision-making (VCHHC068) and the role
individuals from diverse background splay in shaping communities
(VCHHK074).
The issue of refugees can be taught through all disciplines seen within the
Humanities. It is not only imperative that teachers have a profound
understanding of how the Victorian Curriculum connects with and relates
to the issue at hand, but what different learning and teaching strategies
can be implemented to ensure a deep understanding is taking place.

Teaching and Learning Strategies for teaching about the

issue of refugees:
In understanding and recognizing the social issue of refugees, students
need to learn the general capabilities in order to make informed decisions
that can help influence a positive and harmonious society (Reynolds,
2014). In doing so, Harvie (2013) argues the crucial role teachers play in

Denise Murphy
Maddelyn Holland - Tam
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implementing appropriate pedagogy that makes the issue authentic,
meaningful and relevant. Executing an Inquiry Learning Approach will be
the main method undertaken when teaching about this issue as it provides
students with the processes and skills of most value in Humanities
(Reynolds, 2014) some of which are discussed further below.

Teaching/Learn
ing Strategy
Think, Pair, Share
Assessment
Strategy:
Observation of
quality of
questions,
opinions, values
and their ability
to understand
and recognise an
opposing point of
view.

Thinking Wall
Assessment
Strategy:
Observation &
anecdotal note
taking of
students ability
to think critically
and reflectively
and their ability
to see how this
activity informs
on their learning.
Formative
Assessment
(inform ongoing
teaching
practices)

The Benefits

Most effective in
increasing motivation
and developing on what
students already know.
Shih, & Reynolds (2015)
state that students are
more receptive to this
strategy.
Allow students to
identify differences in
opinion and views.

This strategy assists

students in developing
and organizing ideas as
well as providing
teachers with an insight
into their students level
of thinking.
Reynolds (2014) states
that this form of graphic
organizers assist
students in placing
information together for
their own understanding
and helps with
communicating with
others; thus assisting in
both communication and
categorizing skills.
Develops metacognitive
skills.

What it looks like in

the classroom.
This can be implemented
throughout the inquiry
process to identify what
students currently know and
their current values and
beliefs on the issue.
- What are refugees?
- Why might a refugee
leave their home
country?
- How might refugees
affect Australia?
- Is it our responsibility
to look after refugees?
Why/ Why not?
Again this strategy can be
used throughout the inquiry
process, or used to reflect
back and add to as the
inquiry progresses.
Initially What we know
about refugees.
Development Issues that
are related to refugees.
Development What does it
mean to be safe?
Development What does
everyone have the right to
have?

Denise Murphy
Maddelyn Holland - Tam
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It is imperative that
Reflective Skills
teachers encourage
students to reflect on
Assessment
different aspects of their
Strategy:
learning at different
Ongoing
parts of the learning
assessment
inquiry approach
through
(Weiderhold, 1998).
observation and
work samples
including quality
of reflective
questions posed.
Richards & Anderson
See, Think,
(2003) states that
Wonder
alongside reading,
listening and discussing,
Assessment
this strategy promotes
Strategy:
higher order thinking
Collection of
and problem solving
student work
abilities.
samples to
identify personal
views and insight
into their
thinking. As well
as through
observation and
anecdotal note
taking on
students ability
to verbalise their
opinions and
beliefs.
Questioning is an
Questioning
integral part of the
inquiry learning
approach. Teachers must
be able to pose
questions that will
- Encourage problemsolving approaches to
thinking.
- Encourage students
to externalize and
verbalise knowledge
- Deepen levels of
thinking and improve
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As the class progresses

throughout the inquiry
approach, students will be
encouraged to reflect on
what they have learned and
how this has impacted on
their view of the overall
issue. This can be done in
small groups, or in a mind
map.

The teacher can implement

this strategy through visual
cues such as photographs
(appendix a) and newspaper
articles.
The outcomes from this
strategy can be added to the
thinking wall and enhances
both critical and reflective
skills.

At different phases
throughout the learning
inquiry approach, students
can pose a variety of
questions that can be further
researched or act as a
foundation for reflective
practices.
For example:
Why are countries denying
refugees access?

Denise Murphy
Maddelyn Holland - Tam
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conceptualism (Kerry,
1998).
Naylor (2000) &
Reynolds (2014) argue
that allowing students
to ask questions in a
variety of settings and
groupings is critical to
their collaborative,
reflective and
communication skills.

What happens if the

government doesnt abide by
the International Human
rights legislation?

Conclusion:
The global, national and regional issue of refugees is a contemporary and
relevant problem that needs a solution. Through a profound understanding
of the context of the issue, recognizing its relevance to the Victorian
Curriculum and implementing the use of a variety of learning and teaching
strategies, educators will be able to successfully teach students about the
social issue of refugees through Humanities in the primary classroom.
Teachers therefore play a crucial role in developing the values and skill
sets students require in becoming informed global citizens who are able to
positively contribute to the society by identifying the past and recognizing
the need for change (Reynolds, 2014).

Denise Murphy
Maddelyn Holland - Tam
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References:

Word Count: 1984

Harvie, K. (2013). The Humanities Curriculum in a Changing World.

Ethos. 21(2),
10-13.

Henderson, C. (2014). Australias treatment of Asylum Seekers.

Journal of
International Criminal Justice. 12(5), 1161-1181. Doi:
10.1093/jicj
/mqu062.

Hughes, P. (2015). Migrant families and churches. Pointers: Bulletin

of the
Christian Research Association. 25(3), 1-8. Retrieved

from:
http://search.informit.org/fullText;dn=491467380322014;res=IEL
HSS

Denise Murphy
Maddelyn Holland - Tam
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Kerry, T. (1998). Questioning and Explaining in classrooms.

Abingdon, Oxon:
Hodder and Stoughton.

Ludwig, B. (2014). Safe Haven? A history of refugees in America.

Journal of
American Ethnic History. 33(3). 113-132.

Naylor, J. (2000). Inquiry approaches in secondary studies of society

and
environment key learning area. Brisbane: Queensland
School Curriculum Council. Retrieved from:
www.qsa.qld.edu.au/downloads/publications/
research_qscc_sose_secondary_00.doc

Reeves, A. (2015). Standard Threats: How to Violate Basic Human

Rights. Social
Theory and Practice. 41(3), 403-417. doi:
10.1167/00332768444893.

Reynolds, R. (2014). Teaching Humanities and Social Sciences in the

Primary
School. South Melbourne, Australia. Oxford.

Richards, J., & Anderson, N. (2003). What do I see? What do I think?

What do I
wonder? (STW). The Reading Teacher. 56(5), 442-444.

Rothwell, J.T. (1998). The rights of refugees. Social Education. 62(7),

457-460.

Shih, Y.C., & Reynolds, B.L. (2015). Teaching Adolescents by

integrating ThinkPair-Share Instruction. RELC Journal. 46(3), 221 236. Doi:
10.1177/0033688215589886

Silove, D. (2016). Treatment of refugees at the crossroads: The need

for an
evidence base. Australian & New Zealand Journal of
Psychiatry. 46(10),
921-923. doi: 10.1177/0004867412459569.

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Victorian Curriculum and Assessment Authority. (2015). Foundation
to Level 6
Curriculum. The Humanities. Retrieved from:
victoriancurriculum.vcaa.vic
.edu.au/the-humanities/

Weiderhold, C. (1998). Cooperative Learning and Higher Level

Thinking-The QMatrix. Kagan Cooperative Learning.

Wilkinson, S. (2014). Effective Teaching Strategies. Fire Engineering.

176(6), pg.
12-15.

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