02094    a2200277   450000500170000000800400001702000220005703700360007904000070011504100080012207200150013007200160014507200150016107200150017607200130019107200140020407200130021807200130023107200210024407200210026510000160028624501240030225000060042626000320043252013520046420250526161935.0250430042019GB        6           eng    a9781000129540qEA  bTaylor & FranciscGBP 37.99fBB  a01  aeng7 aJNF2thema7 aJNDG2thema7 aJNA2thema7 aJPS2thema7 aJNF2bic7 aJNKC2bic7 aJNA2bic7 aJPS2bic7 aEDU0000002bisac7 a371.826912bisac1 aNina Maadad10aSyrian Refugee Children in Australia and SwedenbEducation and Survival Among the Displaced, Dispossessed and Disrupted  a1  aOxfordbRoutledgec20190808  bBoth Australia and Sweden are economically, socially and politically well-developed countries and each has responded to the Syrian crisis in its own way with features that define refugee children’s schooling trajectories for transition to life and work. Syrian Refugee Children in Australia and Sweden provides insights into policies influencing the education and schooling of Syrian refugee children in Australia and Sweden. This book uses the perspectives of Syrian refugee children and their voiced experiences to elicit recommendations for education practices and content. Their voices were central to the analysis for the main reason that their viewpoints could contribute in a practical way to the development of pedagogical approaches that would support their schooling, and an effective and productive transition to life in the host countries. The opinions, suggestions and experiences of other stakeholders such as parents, caregivers, teachers and school and state officials, were included for greater understanding so that as many relevant contexts are covered. The recommendations for refugee education proposed in this book will be useful for teachers, principals and policy makers directly involved in educating refugee students and this could positively impact on young refugee students finding their way to a new and better life.