Refugee and migrant children

Screen Shot 2016-02-21 at 10.16.13 PMSince 2009 I have been involved in a series of projects, led by Clemence Due, focused on the experiences of refugee and migrant children living in South Australia. This research has explored children’s schooling experiences, and our findings have been reported to state and federal senate inquiries, in The Advertiser, and for a piece in The Conversation. In addition to the publications below, we have released a major report of the findings.


de Heer, N., Due, C., Riggs, D.W., & Augoustinos, M. (2016). ‘It will be hard because I will have to learn lots of English’: Experiences of education for children newly arrived in Australia. International Journal of Qualitative Studies in Education, 29, 297-319.

Due, C., Mandara, M., & Riggs, D.W. (2015). Educators’ experiences of working in Intensive English Language Programs: The strengths and challenges of specialised English language classrooms for students with migrant and refugee backgroundsAustralian Journal of Education, 59, 169-181.

Due, C., Riggs, D.W., & Augoustinos, M. (2014). Research with children of migrant and refugee background: A review of child-centered researchChild Indicators Research, 7, 209-227.

Riggs, D.W. & Due, C. (2011). (Un)common ground: English language acquisition and experiences of exclusion amongst new arrival students in Australian primary schoolsIdentities: Global Studies in Culture and Power, 18, 273-290

Due, C. & Riggs, D.W. (2011). Freedom to roam? Space use in primary schools with New Arrivals ProgramsOnline Journal of International Research in Early Childhood Education, 2, 1-16.

Riggs, D.W. & Due, C. (2010). Friendship, exclusion and power: A study of two South Australian schools with New Arrivals ProgramsAustralasian Journal of Early Childhood, 35, 73-80.

Due, C. & Riggs, D.W. (2010). ‘Playing at the edges’: The use of playground spaces in South Australian primary schools with New Arrivals Programmes.Social Geographies, 5, 25-37.

Due, C. & Riggs, D.W. (2009). Moving beyond English as a requirement to ‘fit in’: Considering refugee and migrant education in South AustraliaRefuge, 26, 55-64.