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The coronavirus (COVID-19) pandemic is now a global crisis, resulting in the intermittent closure of many schools, worldwide. The school closures are believed to have affected adolescents’ education, particularly for vulnerable adolescents including those from a refugee-background. The study explores the home learning experiences of adolescent Bhutanese refugees in Tasmania, Australia and draws on social capital theory to interpret findings. Interviews with adolescent Bhutanese refugees revealed four overarching themes: disengagement from learning, the experience of isolation, the complexity of family relationships and motivation through relationships. This article makes an important practical and theoretical contribution to home learning through challenging Putnam’s binary distinction between bonding and bridging and suggesting alternative conceptualisations based on the role of bonding in the creation of bridging social capital. These findings have potential implications for the development of mitigation measures to support refugee-background students under extraordinary circumstances.

Item Type:	Refereed Article
Keywords:	adolescent refugees, COVID-19, education, home learning, social capita
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	LOTE, ESL and TESOL curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Secondary education
UTAS Author:	Mudwari, N (Mr Nabaraj Mudwari)
UTAS Author:	Beasy, K (Dr Kim Beasy)
UTAS Author:	Murphy, C (Dr Carol Murphy)
UTAS Author:	Cuskelly, M (Professor Monica Cuskelly)
ID Code:	149884
Year Published:	2021
Deposited By:	Education
Deposited On:	2022-04-22
Last Modified:	2022-05-23
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