My friends were there for me: exploring the pedagogical adaptations of secondary Nigerian-Australian students in Tasmania

This article explores the experiences of migrant Nigerian secondary students and their observations of teaching and learning within the Tasmanian context. These students and their families had migrated from Nigeria to Australia and their parents were skilled migrants serving as professionals in different fields (Department of Immigration and Border Protection, 2011). Australia’s skilled migration program encourages professionals from various countries to seek employment opportunities where there are shortages. A particular focus of this article is the way in which students from these families have adapted to the pedagogical context of secondary schooling in Tasmania. In interviews, the students were encouraged to reflect on their prior schooling in Nigeria and to compare their experiences in Nigeria with their current schooling in Tasmania. A qualitative methodology was employed utilising semi-structured interviews and an analysis of written responses via a journaling exercise. The results suggest that three areas of adaptation (the social, the academic and the cultural) were important to the students’ successful school experiences in Tasmania. The active role that the students played in their successful adaptation was also identified. Some recommendations for teachers, based on the literature and the findings of the project, are offered.