Rohingya Refugee Background Students Negotiating Aotearoa New Zealand’s Educational Practices and Institutions

Abstract

Education is pivotal in successful refugee resettlement, with refugee students navigating diverse discourses within resettlement countries' educational systems. These discourses predominantly shape their subjectivities: identities governed by both internal (self)-analysis and external forces of power. While extensive research exists on refugees' educational opportunities globally, there is a gap regarding refugee background students' (RBS’) navigation of New Zealand's education system. This study examines Rohingya RBS’ educational aspirations and their negotiations with New Zealand’s education system.

New Zealand, known for its diversity and inclusivity, presents various challenges for RBSs within its education system. Despite its welcoming stance, refugees often struggle with adapting to the educational complexities. This research employs Foucault’s theories of power, knowledge, and discourse, using Foucauldian Discourse Analysis (FDA) to explore the language and knowledge construction processes affecting Rohingya RBS. It examines how power dynamics within New Zealand’s education system, shaped by global colonialism, capitalism, and neoliberalism, govern these students.

The study focuses on six purposively selected Rohingya RBS, three secondary students and three adults. It analyses a range of data: relevant government policy documents, interviews with educators and refugee coordinators, and classroom observations and interviews with Rohingya RBS. The analysis focusses on an interplay between statements, discourses, and discursive formations. It identifies and maps discourses and discursive formations, drawing on the Rohingya RBS' experiences.

The study identifies three major neoliberal discourses: English language acquisition, educational opportunities, and aspirations. Each comprises three peripheral discourses. Under English language acquisition, the discourses include language learning, language barriers, and learning alternatives. Educational opportunities encompass access to education, quality of education, and alternative opportunities. Aspiration discourses cover personal aspirations, collective refugee aspirations, and alternatives to aspirations. These discourses provide a framework for interpreting and presenting the findings.

The research finds that New Zealand's educational discourses of opportunity and ‘success’ are closely linked to English language acquisition, which, in turn significantly shape Rohingya RBS' aspirations. These discourses encompass broader societal narratives, such as integration, economic self-sufficiency, and cultural adaptation. The study explores how Rohingya RBS negotiate their educational pathways, highlighting the challenges related to English language proficiency and diverse educational practices that impact their academic progress and self-perception.

Central to this thesis is the notion that academic success for RBS in New Zealand hinges on English proficiency, which determines their academic potential and aspirations. This leads to theories of linguistic governmentality, positioning the English language as a key element in successful resettlement. This thesis contributes to the development of more effective educational policies and practices for severely persecuted populations like the Rohingya in New Zealand and similar jurisdictions.