Agency and Belonging: Southern Sudanese Former Refugees' Reflections on Life in Australia

The development of a sense of belonging is today seen as vital for a successful integration process as well as for social cohesion. However, notions of belonging and social cohesion are often discussed with regard to the dominant culture where the focus is on, in the case of Australia, 'Australian values', 'fitting in', and 'common identity'. Social cohesion is, in these contexts, based on a discussion of homogeneity rather than diversity and complexity. This article discusses the conceptualizations of integration and belonging with a group of Southern Sudanese former refugees in Australia. This discussion illustrates the complexities behind integration processes, as well as providing an insight into how belonging is entwined with agency and participation in the Australian society. I argue that the development of a sense of belonging is not achievable without focusing on and recognising people's agency in the integration process

A tree is not a tree without its leaves... Exploring integration and belonging among south Sudanese Australians in Canberra

Increasingly people move across borders in attempts to resettle in unfamiliar environments. Often these people are refugees, fleeing familiar settings due to conflict, war, political persecution or environmental changes. In their new location, they are expected to integrate and develop a sense of belonging. This integration is mainly concerned with a two-way process of adapting and settling, with measurable outcomes such as citizenship, employment, political participation, housing and access to welfare (Ager and Strang, 2008:26; Atfield et al., 2007; Castles et al., 2002). Belonging is often discussed as the expected end-result of this integration process where a sense of shared values and understanding is cultivated (Vasta, 2009), a sense of home, community and acceptance is achieved (Hamaz and Vasta, 2009); and feelings of connectedness realised (Atfield et al., 2007). This thesis argues that analyses of integration and belonging are intertwined, combining structural outcomes of an integration process and the emotional aspects of belonging. Integration is analysed as an experience for new arrivals, while belonging is analysed as the affective state of this experience. The research examines the experiences of South Sudanese Australians establishing their new lives in Canberra, Australia. Data was gathered through face-to-face interviews as well as observation and participation. I use Ager and Strang's (2008) theoretical framework of integration where ten 'domains' are identified to analyse possible outcomes. Into this framework I introduce the concept of belonging as the emotional aspect, which involves the interplay between self, agency and structural positioning (Hamaz and Vasta, 2009). The majority of participants' narratives revealed that integration and belonging occur when people feel a sense of equal opportunity in quotidian and mutual interactions with others. Experiences of recognition and mutuality emerged as essential for the development of a sense of belonging in the participants' narratives. These experiences differed among the participants, particularly with regard to their gendered position within social structures. Through emphasizing the co-constitution of integration and belonging, and the interdependence between self, agency and structural position, my data revealed how experiences of mutuality in social relations (social capital) can lead to a sense of common belonging in a new country

A collaborative approach to adopting/ adapting guidelines. The Australian 24-hour movement guidelines for children (5-12 years) and young people (13-17 years): An integration of physical activity, sedentary behaviour, and sleep

Background: In 2018, the Australian Government updated the Australian Physical Activity and Sedentary Behaviour Guidelines for Children and Young People. A requirement of this update was the incorporation of a 24-hour approach to movement, recognising the importance of adequate sleep. The purpose of this paper was to describe how the updated Australian 24-Hour Movement Guidelines for Children and Young People (5 to 17 years): an integration of physical activity, sedentary behaviour and sleep were developed and the outcomes from this process. Methods: The GRADE-ADOLOPMENT approach was used to develop the guidelines. A Leadership Group was formed, who identified existing credible guidelines. The Canadian 24-Hour Movement Guidelines for Children and Youth best met the criteria established by the Leadership Group. These guidelines were evaluated based on the evidence in the GRADE tables, summaries of findings tables and recommendations from the Canadian Guidelines. We conducted updates to each of the Canadian systematic reviews. A Guideline Development Group reviewed, separately and in combination, the evidence for each behaviour. A choice was then made to adopt or adapt the Canadian recommendations for each behaviour or create de novo recommendations. We then conducted an online survey (n=237) along with three focus groups (n=11 in total) and 13 key informant interviews. Stakeholders used these to provide feedback on the draft guidelines. Results: Based on the evidence from the Canadian systematic reviews and the updated systematic reviews in Australia, the Guideline Development Group agreed to adopt the Canadian recommendations and, apart from some minor changes to the wording of good practice statements, maintain the wording of the guidelines, preamble, and title of the Canadian Guidelines. The Australian Guidelines provide evidence-informed recommendations for a healthy day (24-hours), integrating physical activity, sedentary behaviour (including limits to screen time), and sleep for children (5-12 years) and young people (13-17 years). Conclusions: To our knowledge, this is only the second time the GRADE-ADOLOPMENT approach has been used to develop movement behaviour guidelines. The judgments of the Australian Guideline Development Group did not differ sufficiently to change the directions and strength of the recommendations and as such, the Canadian Guidelines were adopted with only very minor alterations. This allowed the Australian Guidelines to be developed in a shorter time frame and at a lower cost. We recommend the GRADE-ADOLOPMENT approach, especially if a credible set of guidelines that was developed using the GRADE approach is available with all supporting materials. Other countries may consider this approach when developing and/or revising national movement guidelines