2—Words for migration
Within this unit there are many words that will need to be discussed and defined. Set up a word bank, glossary or jargon buster site to do this.
Words include, asylum, migration, deport, persecution, refugee.
- Asylum: a place of safety and protection from another country. People are waiting for their claim to be a refugee to be evaluated.
- Boat people: Asylum seekers who arrive by boat. (It is not illegal under Australian or international law to seek asylum, even if arriving by boat without a visa.)
- Deport: to banish or remove a person from a country.
- Forced migration: the coerced movement of a person or persons away from their home or home region.
- Migration: the medium- to long-term movement of people — either within a country or from one country to another.
- Persecute: to pursue someone and consistently treat them badly because of their race, nationality, religion or political beliefs.
- Refugee: a person who has fled his or her country of origin in fear of being persecuted because of race, religion, nationality, political opinion or membership of a particular social group.
- Voluntary migration: the voluntary or free movement of a person or persons away from their home or home region.
Display the word ‘migration’ and ask the students to spontaneously respond with their reaction to the word. Capture the students’ responses.
A migrant country
The ‘push–pull’ theory of migration suggests there are two main factors causing migration, negative push and positive pull. Push factors are things that are bad about the country that people live in and pull factors are those things that are good about another country that would attract people to that country. As a class, list possible push and pull factors.
Possible push factors:
Possible pull factors:
Have students conduct a survey (.pdf 101 kB) to explore the origins of their classmates and their family and any reasons for migration. Examine reasons in relation to the push or pull factors. This task will build on reflection in teaching and learning activity 1.
Mark in the countries of origin of the students’ families on a world map. You might use this map (.pdf 973 kB) from World Vision.
Create a table showing the countries of origin of students’ families. Compare the findings with recent country of origin for settlers in Australia. Comment and give reasons for similarities or differences.