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Melanie Baak

Researcher at University of South Australia

Publications -  30
Citations -  268

Melanie Baak is an academic researcher from University of South Australia. The author has contributed to research in topics: Refugee & Inclusion (education). The author has an hindex of 7, co-authored 22 publications receiving 176 citations.

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Racism and Othering for South Sudanese Heritage Students in Australian Schools: Is Inclusion Possible?.

TL;DR: Since 2000, approximately 50,000 people from sub-Saharan African countries have been resettled in Australia under Australia's Humanitarian Entrant Program for refugees as mentioned in this paper, and they have formed part of a v...
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Murder, community talk and belonging: an exploration of Sudanese community responses to murder in Australia

TL;DR: In this article, the authors explore the responses of members of the Mading Aweil community of Dinka from Southern Sudan following Alex's murder, and consider how his murder impacted on senses of belonging.
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Integration and social determinants of health and wellbeing for people from refugee backgrounds resettled in a rural town in South Australia: a qualitative study

TL;DR: Examining experiences of people from refugee background settling in a rural Australian town revealed a mixture of settlement experiences for participants across a range of elements of SDH and integration, with main challenges including limitations in employment opportunities, mismatched education provision, experiences of discrimination and constrained access to services.
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The Role of Schools in Identifying and Referring Refugee Background Young People Who Are Experiencing Mental Health Issues

TL;DR: In this paper, the authors explored school and mental health service providers' perspectives on mental health challenges and referral pathways for refugee youth in South Australia and found that the key challenges for school staff in identifying mental health issues were understanding behaviors, overcoming stigma, cultural and linguistic barriers, engaging with parents, staff preparation and training, and embeddedness within Western understandings of mental health.
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Tensions between policy aspirations and enactment: assessment and inclusion for refugee background students

TL;DR: In this paper, the authors consider the ways in which two senior secondary assessment policies that aim to be inclusive are enacted for students from refugee backgrounds, in the final years of secondary school in the UK.