‘There seems to be some disparity then between our Syrian and Iraqi refugee children who seemed to have everything’: Constructing ‘good refugees’ and the ensuing equity issues in Australian schools

Abstract

Australia took double the normal intake of refugees over 2015–17. On top of the usual humanitarian intake were refugees specifically from Syria and Iraq who were mostly Christian and were settled in metropolitan and regional NSW, Queensland, and Victoria. This article explores the responses of teachers in some of the schools where this cohort was settled. Using Critical Discourse Analysis, it argues that for the Australian population to accept this doubling of humanitarian migration it was important to ensure they were perceived as ‘good refugees’ in a discursive climate shaped by anti-Muslim, anti-refugee and anti-asylum seeker rhetoric. The insights provided in this article aim to support the educational needs and well-being of all refugee students by revealing how discursive positioning can lead to practices and processes of inclusion while simultaneously being exclusionary.