What We Might Become”: The Lives, Aspirations, and Education of Young Migrants in the London Area (original) (raw)

Newly arrived migrant and refugee children in the British educational system

2010

In 2009, Action for Social Integration was commissioned by London Councils to implement a four-year programme to improve the educational attainment for African and Caribbean children and young people in Barnet, Enfield and Haringey. Within this programme, the Social Policy Research Centre (SPRC) at Middlesex University has carried out a small-scale research project aimed at producing a guide for BME and migrant parents of children attending UK schools. The guide provides information to better understand the UK educational system, highlighting what may be different from those of other countries in the world and discussing issues such as language support and parents’ involvement. In order to identify the knowledge gaps and the main issues to include in the guide, the research team conducted a series of interviews, as well as an analysis and mapping of existing demographic data. The research findings presented in this report contribute to a better understanding of the key challenges an...

SE5 Chapter 84-Educating migrant and refugee pupils

Scottish Education, 2018

Migration is now a feature of an increasingly globalised world and a central issue for political and public debate. This chapter focuses on the education of young people who have migrated to Scotland from other countries. According to the United Nations, 15 percent of the world’s estimated 232 million migrants are children and young people. Family migration affects children’s education, their relationships and potentially their well-being. Educators need to be aware of how migration, as a major life event, can affect children’s ability to learn, to ensure provision is adequate and all young people achieve their potential. Access to education is a right for all children, stipulated in the United Nations’ Convention on the Rights of the Child (1989), and migrant children are entitled to education as soon as they arrive. The aim of this chapter is to provide a better understanding of the effects of migration on young people’s everyday experiences, with a focus on how schools can best support them.

Refugees, asylum-seekers and migrants: steps on the education and employment progression journey

2008

This book draws together four regionally-based case studies to explore the education, training and employment experiences of migrant communities, particularly those with higher level skills and qualifications. Emphasis is given to their perceptions of opportunities and barriers, as well as their views about the effectiveness of locally based startegies to combat discrimination. EU and UK policy contexts are reviewed and insights offered into how issues of social capital, active citizenship, racism and discrimination impact on integration and inclusion in education and employment contexts.

Young refugees in education: the particular challenges of school systems in Europe

Comparative Migration Studies

The article confronts comparative research outcomes on factors that helped or hindered the educational success of immigrant youth and second generation in the past decades in several European countries with the institutional responses of European educational systems to the challenges of integrating a substantial number of refugee and other newly arrived children since 2014. Especially studies on the second generationmostly the offspring of labour migrantshave revealed substantial differences in the long-term effects of specific institutional arrangements in the different systems that canand shouldserve as lessons for the potentially detrimental effects of the ways schools and school systems have reacted to the new influx of immigrant children. In the light of the lessons that could be learned from previous experiences with immigrant children and children of immigrants the article analyses in which way the current responses of different European educational systems to the presence of refugee and other immigrant children reflect these lessons, but also do justice to the particular challenges and specific situations of refugee youth that generally place them at an even higher disadvantage than other migrants. On the other hand, some of the ad-hoc measures for refugee pupils may have the potential of becoming permanent features of the respective educational systems.

Local conceptualisations of the education of asylum‐seeking and refugee students: from hostile to holistic models

International Journal of Inclusive Education, 2010

Sociological research on the presence and yet invisibility of asylum-seeking and refugee pupils in the educational system in the UK is noticeably absent. This article offers insights into the ways in which the presence and the needs of such pupils are conceptualised by local authorities and schools. It draws on the results of a survey of 58 English local authorities and qualitative data from three case studies of LEAs and a sample of their schools. The ethical position adopted by officials and teachers in these three sites offers a compassionate model of social inclusion based on a holistic approach to the asylum-seeking and refugee child. It contrasts with the restrictive and often hostile government stance on immigration, asylum and integration.

EDUCATION in a Diverse UK Using the Curriculum at Key Stages 2 and 3 to teach about, with and for migrants, refugees and asylum seekers

The attached book is the introductory guide to a set of teaching resources intended for migrant education in the UK. The pack includes lesson starters, lesson plans, followup ideas and photographic and map resources all related to the wider issue of migrants and migration. This introductory book offers short summaries related to the education and curriculum implications, the law, the history, the processes and the terminologies applied to refugees and asylum seekers in the UK . The aim of the book is to support teachers in developing a curriculum and school atmosphere that is caring, compassionate, relevant and welcoming to migrants of all kinds including asylum seekers, trafficked young people and refugees. I is relevant however to all schools seeking to reflect and creatively develop the wonderfully rich and diverse society of the UK in the 21st century.

A Place Called Home: The Meaning(s) of Popular Education for Newly Arrived Refugees

Studies in Continuing Education, 2020

In this article, we direct our focus on some of the recent activities undertaken by popular education institutions in Sweden in relation to the refugee challenge in 2015. The aim is to analyse how these popular education activities are shaped as specific communities of practice, through the ways they are described by those who organised these, and what meaning newly arrived refugees create regarding their participation in these practices. Drawing on a socio-cultural understanding of participation and learning, we analyse interviews with newly arrived refugees, principals, managers, teachers and study circle leaders. Our analysis illustrates how popular education emerge as specific communities of practice different compared to the regular education system; how these practices are shaped as practices of stability and learning; and how newly arrived refugees construe these practices as important in their current engagement across a range of communities in the role as newcomers.