The involvement of refugee families in a children’s “Family Hour” program at a regional Australian museum: opportunities and challenges

Refugee children, similar to other children, are exposed to diverse ecological systems in which their families and communities play a significant role in shaping their learning experiences. Drawing from Bronfenbrenner’s ecological systems theory, this qualitative study investigated the experiences of Ezidi refugee families in the “Family Hour” program at a regional art museum. The program was designed to offer networking opportunities and provide language support for children, and their parents in a regional town in New South Wales (NSW), Australia. The provision of an Ezidi interpreter and a facilitator enabled people from the refugee community in the regional town to participate in early arts engagement within a supportive environment and to build connections with the broader community. Semi-structured interviews were conducted with the Ezidi facilitator and five families who were participating in the program at the art museum. Data were analyzed thematically to capture participants’ insights into the program. The findings indicate that while families were involved in their children’s play, they had low involvement with the local families because of the language barrier. The program provided opportunities for cultural exchange, social interaction, language development, parental involvement in children’s play, and skill learning. However, challenges were also evident, including language barriers, limited understanding of the program, and difficulties in building social connections.