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Papers by John Kole

Scoping Review, 2024

Western nations such as the USA, the UK, and Australia are witnessing a substantial increase in c... more Western nations such as the USA, the UK, and Australia are witnessing a substantial increase in cultural and linguistic diversity due to migration, a trend prominently observed in the educational sector. Classrooms have become melting pots of diverse student backgrounds, introducing challenges in sustaining educational engagement and equitable outcomes, which are crucial for the long-term success of students from various cultural and linguistic origins.

Background: Globally, there has been an extraordinary growth in refugees and asylumseekers in the... more Background: Globally, there has been an extraordinary growth in refugees and asylumseekers in the past two decades. Australia experienced a dramatic increase in boat-arrivals in 2008-2013, with many being Afghan Hazara including unaccompanied asylum-seeker minors (UAMs). Global and Australian studies highlight the significance of providing UAMs with appropriate settlement services during their adjustment period, yet few ethno-specific studies have to date sought service provider perspectives on support provided to male Hazara UAMs pre-18 years and former UAMs (fUAMs) post-18 years. Methods: This qualitative study addressed this research gap using ecological systems theory and social networks theory in a dual-sector case study design to explore the perceptions of professional case workers (n=6) and voluntary English language teachers (n=6). Based on key informant views, this study focused on the expectations and experiences of male Hazara UAMs' compared to fUAMs' select settlement services during their early adjustment period (2015-2016) in Melbourne, Australia and how this support influences their settlement and wellbeing. Results: The findings indicate UAMs' three-part migration trajectory (from Afghanistan, via transit countries to Australia) was perceived to be driven by classic push and pull factors and shaped by family separation. Following arrival, Australia's immigration and settlement policies determined the type and level of support provision, with UAMs in community detention receiving maximum services while fUAMs in mainstream community being offered highly reduced services and temporary visas. English language was perceived to have strong influence on their early adjustment, and different forms of social networks could promote their socioeconomic participation. Despite UAMs experiencing potential risks pre-arrival, protective factors postarrival, especially support services, could rebuild their resilience. iii Conclusion: This study has implications for asylum-seeker and settlement policies, casework practice, and researchers to leverage settlement process and wellbeing outcomes of this group of unaccompanied youths in Australia. iv Statement of Authorship Except where reference is made in the text of the M.Phil. thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis submitted for the award of any other degree or diploma. No other person's work has been used without due acknowledgment in the main text of the thesis. This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution. The thesis was approved by the Research Higher Degrees Committee. All research procedures and all materials collected and reported in this thesis were approved by

Report, 2023

This paper offers a comprehensive overview of Australia's secondary education system, with a spec... more This paper offers a comprehensive overview of Australia's secondary education system, with a specific emphasis on the issue of student disengagement. It pays special attention to the unique challenges faced by vulnerable students from refugee backgrounds. The discussion synthesizes existing literature on Australian government policies aimed at re-engaging students and outlines various programs and referral processes designed to address this challenge. Moreover, it critically evaluates the potential impact of these initiatives on student re-engagement and overall well-being.
Furthermore, this paper explores effective approaches for promoting student engagement and enhancing learning outcomes in Australian schools. It places particular focus on trauma-informed practices and culturally responsive pedagogy. The historical roots and evolution of these approaches are traced, highlighting their profound influence on students' resilience, well-being, and academic engagement.
The overarching objective of this paper is to provide a nuanced understanding of the complexities within the Australian educational landscape, especially in relation to disengagement, re-engagement strategies, and best practices for teaching students, including those from refugee backgrounds.

I reserve my special thanks to my precious wife, Emmy Kole, who persevered during my absence from... more I reserve my special thanks to my precious wife, Emmy Kole, who persevered during my absence from home as I buried myself in books. She bore the brunt of my late night readings as well. Thanks are also due to my children, Daniel Kipchumba and Shirley Cherop for their far reaching moral support and for bearing with me during my two years of absence from home. I thank my parents-in-law, Julius and Martha, who took care of our children while I was away for studies in Australia. Many thanks are due to my mother, Mary Jebo-Karan, for the sacrifices for my upbringing and education. To them all I say a big thank you very much "Kongoi missing".

Thesis Chapters by John Kole

THESI CHAPTER, 2023

This section engages with empirical literature to examine the relationship between risk/ adversit... more This section engages with empirical literature to examine the relationship between risk/ adversity and student disengagement and explores the protective factors that contribute to resilience and subjective well-being within educational settings. It also offers a cursory review of education policy and secondary education frameworks in Australia.

Thesis, 2020

Background: Globally, there has been an extraordinary growth in refugees and asylumseekers in the... more Background: Globally, there has been an extraordinary growth in refugees and asylumseekers in the past two decades. Australia experienced a dramatic increase in boat-arrivals in 2008-2013, with many being Afghan Hazara including unaccompanied asylum-seeker minors (UAMs). Global and Australian studies highlight the significance of providing UAMs with appropriate settlement services during their adjustment period, yet few ethno-specific studies have to date sought service provider perspectives on support provided to male Hazara UAMs pre-18 years and former UAMs (fUAMs) post-18 years. Methods: This qualitative study addressed this research gap using ecological systems theory and social networks theory in a dual-sector case study design to explore the perceptions of professional case workers (n=6) and voluntary English language teachers (n=6). Based on key informant views, this study focused on the expectations and experiences of male Hazara UAMs' compared to fUAMs' select settlement services during their early adjustment period (2015-2016) in Melbourne, Australia and how this support influences their settlement and wellbeing. Results: The findings indicate UAMs' three-part migration trajectory (from Afghanistan, via transit countries to Australia) was perceived to be driven by classic push and pull factors and shaped by family separation. Following arrival, Australia's immigration and settlement policies determined the type and level of support provision, with UAMs in community detention receiving maximum services while fUAMs in mainstream community being offered highly reduced services and temporary visas. English language was perceived to have strong influence on their early adjustment, and different forms of social networks could promote their socioeconomic participation. Despite UAMs experiencing potential risks pre-arrival, protective factors postarrival, especially support services, could rebuild their resilience.

Conference Presentations by John Kole

Paper, 2024

Geert Hofstede's cultural dimensions theory offers a comprehensive framework for understanding th... more Geert Hofstede's cultural dimensions theory offers a comprehensive framework for understanding the impact of cultural values on individual and social behaviour, including in educational settings. This theory posits that culture can be understood through shared psychological programming that distinguishes one group from another, influencing behaviour across various domains such as national, gender, occupational, or organizational levels. Hofstede identifies six key cultural dimensions: power distance, individualism-collectivism, masculinity-femininity, uncertainty avoidance, long-term orientation versus short-term normative orientation, and indulgence versus restraint. These dimensions provide insight into how cultural norms shape interpersonal and group dynamics, affecting educational practices and organizational environments. Critics, however, argue that Hofstede's theory simplifies the complex nature of cultural identities and interactions. They challenge the static portrayal of culture and the binary classification of societies, advocating for a more nuanced understanding that acknowledges cultural adaptability and the dynamic interplay of cultural factors. Despite critiques concerning the theory's ontological assumptions, research methodologies, and the generalizability of findings, Hofstede's framework continues to be influential in cross-cultural research. Studies such as those by Gerlach and Eriksson (2021) and Jin et al. (2023) have sought to validate and expand on Hofstede's dimensions, indicating the enduring relevance of his work in analysing cultural phenomena within and across societies. Hofstede's theory, despite its limitations, remains a vital tool for understanding the complex ways in which cultural values impact social interactions, educational practices, and organizational dynamics, underscoring the importance of cultural awareness in global interactions.

Scoping Review, 2024

Western nations such as the USA, the UK, and Australia are witnessing a substantial increase in c... more Western nations such as the USA, the UK, and Australia are witnessing a substantial increase in cultural and linguistic diversity due to migration, a trend prominently observed in the educational sector. Classrooms have become melting pots of diverse student backgrounds, introducing challenges in sustaining educational engagement and equitable outcomes, which are crucial for the long-term success of students from various cultural and linguistic origins.

Background: Globally, there has been an extraordinary growth in refugees and asylumseekers in the... more Background: Globally, there has been an extraordinary growth in refugees and asylumseekers in the past two decades. Australia experienced a dramatic increase in boat-arrivals in 2008-2013, with many being Afghan Hazara including unaccompanied asylum-seeker minors (UAMs). Global and Australian studies highlight the significance of providing UAMs with appropriate settlement services during their adjustment period, yet few ethno-specific studies have to date sought service provider perspectives on support provided to male Hazara UAMs pre-18 years and former UAMs (fUAMs) post-18 years. Methods: This qualitative study addressed this research gap using ecological systems theory and social networks theory in a dual-sector case study design to explore the perceptions of professional case workers (n=6) and voluntary English language teachers (n=6). Based on key informant views, this study focused on the expectations and experiences of male Hazara UAMs' compared to fUAMs' select settlement services during their early adjustment period (2015-2016) in Melbourne, Australia and how this support influences their settlement and wellbeing. Results: The findings indicate UAMs' three-part migration trajectory (from Afghanistan, via transit countries to Australia) was perceived to be driven by classic push and pull factors and shaped by family separation. Following arrival, Australia's immigration and settlement policies determined the type and level of support provision, with UAMs in community detention receiving maximum services while fUAMs in mainstream community being offered highly reduced services and temporary visas. English language was perceived to have strong influence on their early adjustment, and different forms of social networks could promote their socioeconomic participation. Despite UAMs experiencing potential risks pre-arrival, protective factors postarrival, especially support services, could rebuild their resilience. iii Conclusion: This study has implications for asylum-seeker and settlement policies, casework practice, and researchers to leverage settlement process and wellbeing outcomes of this group of unaccompanied youths in Australia. iv Statement of Authorship Except where reference is made in the text of the M.Phil. thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis submitted for the award of any other degree or diploma. No other person's work has been used without due acknowledgment in the main text of the thesis. This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution. The thesis was approved by the Research Higher Degrees Committee. All research procedures and all materials collected and reported in this thesis were approved by

Report, 2023

This paper offers a comprehensive overview of Australia's secondary education system, with a spec... more This paper offers a comprehensive overview of Australia's secondary education system, with a specific emphasis on the issue of student disengagement. It pays special attention to the unique challenges faced by vulnerable students from refugee backgrounds. The discussion synthesizes existing literature on Australian government policies aimed at re-engaging students and outlines various programs and referral processes designed to address this challenge. Moreover, it critically evaluates the potential impact of these initiatives on student re-engagement and overall well-being.
Furthermore, this paper explores effective approaches for promoting student engagement and enhancing learning outcomes in Australian schools. It places particular focus on trauma-informed practices and culturally responsive pedagogy. The historical roots and evolution of these approaches are traced, highlighting their profound influence on students' resilience, well-being, and academic engagement.
The overarching objective of this paper is to provide a nuanced understanding of the complexities within the Australian educational landscape, especially in relation to disengagement, re-engagement strategies, and best practices for teaching students, including those from refugee backgrounds.

I reserve my special thanks to my precious wife, Emmy Kole, who persevered during my absence from... more I reserve my special thanks to my precious wife, Emmy Kole, who persevered during my absence from home as I buried myself in books. She bore the brunt of my late night readings as well. Thanks are also due to my children, Daniel Kipchumba and Shirley Cherop for their far reaching moral support and for bearing with me during my two years of absence from home. I thank my parents-in-law, Julius and Martha, who took care of our children while I was away for studies in Australia. Many thanks are due to my mother, Mary Jebo-Karan, for the sacrifices for my upbringing and education. To them all I say a big thank you very much "Kongoi missing".

THESI CHAPTER, 2023

This section engages with empirical literature to examine the relationship between risk/ adversit... more This section engages with empirical literature to examine the relationship between risk/ adversity and student disengagement and explores the protective factors that contribute to resilience and subjective well-being within educational settings. It also offers a cursory review of education policy and secondary education frameworks in Australia.

Thesis, 2020

Background: Globally, there has been an extraordinary growth in refugees and asylumseekers in the... more Background: Globally, there has been an extraordinary growth in refugees and asylumseekers in the past two decades. Australia experienced a dramatic increase in boat-arrivals in 2008-2013, with many being Afghan Hazara including unaccompanied asylum-seeker minors (UAMs). Global and Australian studies highlight the significance of providing UAMs with appropriate settlement services during their adjustment period, yet few ethno-specific studies have to date sought service provider perspectives on support provided to male Hazara UAMs pre-18 years and former UAMs (fUAMs) post-18 years. Methods: This qualitative study addressed this research gap using ecological systems theory and social networks theory in a dual-sector case study design to explore the perceptions of professional case workers (n=6) and voluntary English language teachers (n=6). Based on key informant views, this study focused on the expectations and experiences of male Hazara UAMs' compared to fUAMs' select settlement services during their early adjustment period (2015-2016) in Melbourne, Australia and how this support influences their settlement and wellbeing. Results: The findings indicate UAMs' three-part migration trajectory (from Afghanistan, via transit countries to Australia) was perceived to be driven by classic push and pull factors and shaped by family separation. Following arrival, Australia's immigration and settlement policies determined the type and level of support provision, with UAMs in community detention receiving maximum services while fUAMs in mainstream community being offered highly reduced services and temporary visas. English language was perceived to have strong influence on their early adjustment, and different forms of social networks could promote their socioeconomic participation. Despite UAMs experiencing potential risks pre-arrival, protective factors postarrival, especially support services, could rebuild their resilience.

Paper, 2024

Geert Hofstede's cultural dimensions theory offers a comprehensive framework for understanding th... more Geert Hofstede's cultural dimensions theory offers a comprehensive framework for understanding the impact of cultural values on individual and social behaviour, including in educational settings. This theory posits that culture can be understood through shared psychological programming that distinguishes one group from another, influencing behaviour across various domains such as national, gender, occupational, or organizational levels. Hofstede identifies six key cultural dimensions: power distance, individualism-collectivism, masculinity-femininity, uncertainty avoidance, long-term orientation versus short-term normative orientation, and indulgence versus restraint. These dimensions provide insight into how cultural norms shape interpersonal and group dynamics, affecting educational practices and organizational environments. Critics, however, argue that Hofstede's theory simplifies the complex nature of cultural identities and interactions. They challenge the static portrayal of culture and the binary classification of societies, advocating for a more nuanced understanding that acknowledges cultural adaptability and the dynamic interplay of cultural factors. Despite critiques concerning the theory's ontological assumptions, research methodologies, and the generalizability of findings, Hofstede's framework continues to be influential in cross-cultural research. Studies such as those by Gerlach and Eriksson (2021) and Jin et al. (2023) have sought to validate and expand on Hofstede's dimensions, indicating the enduring relevance of his work in analysing cultural phenomena within and across societies. Hofstede's theory, despite its limitations, remains a vital tool for understanding the complex ways in which cultural values impact social interactions, educational practices, and organizational dynamics, underscoring the importance of cultural awareness in global interactions.