Negotiating a third space online: Education experiences of Second-generation South Sudanese students during the COVID-19 pandemic

Using narrative inquiry, this study explored online learning experiences of second-generation South Sudanese students in Melbourne (whose parents were former refugees), alongside their parents’ perspectives during the COVID-19 pandemic. Findings reveal that students leveraged their Funds of Knowledge and Funds of Identity to manage both challenges and opportunities. The findings also show that face-to-face social interaction is important to these students’ learning; however, there is potential in online education as a mode to complement on-campus teaching and learning experiences. The study advocates for greater recognition of these students’ cultural and social wealth and calls for an educational environment sensitive to their unique backgrounds and lived experiences.