Digital Empowerment for Refugee and Migrant Learners

This edited collection focuses on digital empowerment for displaced people from migrant and refugee backgrounds, exploring the intersections of digital technologies, settlement, education and global migration. The book adopts a strengths-based approach to understand what digital empowerment means and how it can be applied.

Autorentext

Ekaterina Tour is a Senior Lecturer in the Faculty of Education at Monash University. Her research focuses on the digital literacies of learners from refugee and migrant backgrounds and has examined teaching and learning with technologies, digital multimodal composing, generative AI, and technology use in culturally and linguistically diverse communities.

Edwin Creely is Senior Lecturer at Monash University specialising in digital literacy, creativity, and technology in education. His research focuses on qualitative inquiry, literacy practices, critical discourse analysis, and educational innovation with technology. He is an accomplished educator and researcher with a strong commitment to fostering creative and critical thinking in education.

Peter Waterhouse is Lecturer in the School of Education Culture and Society in the Faculty of Education at Monash University. He has diverse research interests in adult learning and literacies, digital literacies, and the nature of reflexive practice and experiential learning.

Michael Henderson is Professor of Digital Futures and Director of the Hub for Educational Design and Innovation in the Faculty of Education at Monash University, Australia. His research focuses on the intersection of digital technologies and education, with a particular interest in the risks and opportunities for learning and equity.

Inhalt

Introduction

Part 1: Conceptualising digital empowerment

1. Digital empowerment: a new conceptual model

2. Super jagged literacies: superdiversity, jagged profiles, and digital literacies in refugee and migrant education

3. Artificial intelligence and the digital dis/empowerment of migrant and refugee learners

Part 2: Exploring digital empowerment

4. Reading the web as reading the world: how three refugee background Karen families are empowered via digital technologies

5. Digital empowerment and relationality: perspectives from experiences of older Karen refugee background adults in Australia

6. Recent immigrants, digital literacies, and empowerment for education and professional life

7. Online early childhood education and care experiences of refugee communities during COVID-19

8. Building digital resilience in migrant and refugee communities: leadership from an adult community education provider

9. Conditions of possibility for digital empowerment of people seeking asylum in Australia: making alternatives to exclusion through empathic solidarity and digitally enabled spaces

10."This is our safe space": exploring the agentic curation of digital spaces and online communities in forced migration and (re)settlement