ABSTRACT
This chapter describes the methodological approach to investigating the educational experiences of Syrian refugee children in Australia and Sweden. The main advantage of the interviews included the possibility of collecting detailed information about the educational experience of Syrian refugee children. The considerable data collected from observations, surveys and interviews enabled the researcher to present themes for descriptive analyses of the educational experiences of Syrian refugee children in Australia and Sweden. The descriptive element of the study, as the name suggests, ‘describes’ a situation or scenario, subject, behaviour or phenomenon related to the schooling experiences of Syrian refugee children in Australia and Sweden. A major aim of the process has been to collate all the relevant and most up-to-date, where possible, sources covering demographics, anecdotal and policy-related information and new developments on the ever changing topic of Syrian refugee children’s education. Social workers and psychologists working with Syrian refugee students in Sweden were contacted through the school principals and teachers involved.
