Playing at the edges: use of playground spaces in South Australian primary schools with new arrivals programmes C. Due1 and D W. Riggs2 1School of Psychology, The University of Adelaide, Adelaide, 5005, Australia 2Department of Social Work and Social Policy, Flinders University, GPO Box 2100, Adelaide, 5001, Australia
Received: 11 Jan 2010 – Published in Soc. Geogr. Discuss.: 01 Feb 2010 Revised: 21 Apr 2010 – Accepted: 07 Jul 2010 – Published: 26 Jul 2010
Abstract. Resettlement in Australia can be a stressful experience for migrants who
are largely expected to quickly assimilate into the broader Australian
culture. This expectation is heightened for those people who arrive as
refugees, and particularly those who arrive without humanitarian visas
and must endure mandatory detention. For both migrants and refugees,
attempts at establishing themselves or developing a sense of belonging to
their new community are likely significantly hindered by the welcome (or
otherwise) they are provided with and the terms upon which inclusion is
offered. This paper uses a multi-method approach to examine how these
issues of belonging and inclusion played out in the use of space in two
South Australian primary schools that include a programme (NAP) for
new arrived students. The paper considers the way in which NAP and
non-NAP students utilise playground spaces, and compares and contrasts
these observations with the views of teachers at the schools. Specifically,
the findings indicate that NAP students were largely relegated to the
margins of the playground and experienced difficulty in claiming school
spaces as their own. The paper concludes by making suggestions for
schools on the basis of the findings, with a focus upon examining the
power relations that exist between NAP and non-NAP students and the
role of schools in developing a global understanding of inclusion and
exclusion.
Citation: Due, C. and Riggs, D W.: Playing at the edges: use of playground spaces in South Australian primary schools with new arrivals programmes, Soc. Geogr., 5, 25-37, doi:10.5194/sg-5-25-2010, 2010.