Educational Management Strategies - The Inclusion of the Children Affected by Migration (original) (raw)
Related papers
Editorial: Experiencias escolares de menores migrantes
Revue européenne des migrations internationales, 2018
This dossier is part of an ongoing series on the education and schooling of migrant minors. Other results are published elsewhere 1. While some of these publications are intended to provide a statement on the general situation as regards the inclusion of migrant schoolchildren 2 , in some cases from a specifically allophonic perspective 3 , others deliver a situational analysis based on various local contexts 4. This publication stands out from the others in that it has a dual objective. On the one hand the articles presented in it seek to explain ongoing determining social dynamics arising from difficulties surrounding migration. These provide a starting point for the analysis of schooling situations. On the other hand, the articles also address the issue of government policy and the effects of institutional practices on the progress of migrant schoolchildren. The analyses put forward here therefore touch upon the law, sociodemographics and socio-anthropology, and their shared aim is to try to provide a macro analysis of schooling in immigration.
The education of migrant children
Proceedings of the International Conference on Logistics, Engineering, Management and Computer Science, 2014
Migration and education play an integral role in development. Children are being migrated with their parent, or independently, others left behind at home. The proportion of these children constitute a growing number that need to be given attention on education. Migrant children are disadvantaged in terms of enrolment in types of school and duration of attending. The future of these children has a relationship with the social, economic, and political development of society of tomorrow. If education of migrant children is compromised not only may they fail to reach their potentials, but may emerge to be economic and social nuisance to the society, as such their educational well-being is paramount to development. These children in many cases are deprived of their right to full access on educational services. This problem may not allow them to reach their potentials. Thus, may become an economic and social threat to society. These paper examined the case of migrant children on access to education.
Returning Children Migrants – Main Challenges in School Environment
Studia Migracyjne - Przegląd Polonijny
The present paper is based on the research project "(Un)easy returns home. The functioning of children and young people returning from emigration", the main goal of which was to investigate and describe the experience of children from Polish returning migrant families, and specifically to answer the question: What kind of challenges do children from families returning to Poland face when entering the Polish educational system? We conducted qualitative research taking into consideration four perspectives: children, adolescents, parents and teachers. In this paper, we focus on the most important challenges in a new educational context based on the narrations of children, adolescents, parents and teachers and dividing the challenges into three groups: purely educational, socio-cultural and emotional. Finally, we also discuss best practices which proved helpful for children's adaptation to the new environment and which may be used in the school context.
Multi country Study on the Education of Migrant Children final 26 Dec
M obility-the capacity of people to move from one part of the world to another-is one of the defining features of the modern era. Every year, millions of families uproot themselves from their homes and move to another city or country in search of work, taking their children with them. It is thus very important for researchers and practitioners to understand the needs and challenges of migrant children around the globe who have made this transition. Mobility is an important characteristic of modernity: in contrast to the traditional agrarian societies where most people live their entire lives in the locality that they were born to, modern societies are characterized by mobile individuals and families who cross local and national borders. These mobile individuals and families, however, often run into barriers that limit their cultural, social, political or legal rights and prevent them from integrating into their new communities as full members. Different nations and localities offer different opportunities and pathways-if any at all-for these mobile individuals to obtain cultural, social, political, and legal membership. In the following chapters, "migrant children" encompasses immigrants who move across national borders to live in host countries as well as internal migrants who cross administrative boundaries within the country. With different social, political, and economic histories, however, these seven countries present different immigration and migration patterns as well as substantial variations in terms of which migrant groups are regarded as salient social problems. The chapters included in the first part of this document describe the nature and circumstances of the migrant child population in seven countries: China, Vietnam, Thailand, Japan, Finland, the United Kingdom, and the United States. Each chapter outlines the context and make-up of that country's migrant population, discusses educational rights issues faced by migrant children and successful initiatives to address those issues, and makes policy recommendations. The second part of this document presents a comparative analysis of some of the most salient issues raised in the individual country reports. It is our hope that this report will help governments seize the opportunity they have now to make policy decisions that benefit migrant children, and bring about a future that is more just and prosperous for everyone. v
1992
This paper presents salient points of a comprehensive project on the educational problems of southern European migrant workers' children in schools in Germany. These selected findings concern the origins of the migrants, the selectiveness of the migration process, and the school situation of the children of the migrants and of those migrants who return home. Section 1, an introduction, describes the historical backdrop from the labor migration and the broad basis for the primary study. Section 2 outlines study methods and describes the samples. Section 3 presents the results in the following categories: (1) origins and characteristics of migrant workers and school situation of theichildren in the host country; (2) mother-tongue teaching, nationality based classes, and schools in the host country; (3) educational situation after return to country of origin; and (4) special educational treatments for return migrants' children in the country of origin. Section 4 present:, conclusions noting that migrant children have serious problems at school during the migratory period, that they are at a disadvantage after returning home to the country of origin, and that unless they return to their country when they are 9 years old at the latest, they have little chance of succeeding at school. Included are 11 figures and 20 references. (J13)
Studia Migracyjne – Przegląd Polonijny, 2021
The presented article focuses on two main objectives. On the one hand, it presents the complex and multifaceted issues of migrant children’s education from a theoretical perspective, which have a significant impact on the course of their integration process, their quality of life and their chances of a better future in the country of migration. We draw attention to the importance of migrant children from the perspective of a child-centred approach, which emphasises children’s agency and subjectivity, the importance of their voice, their experiences, as well as the mission of the school and the roles of the professionals (teachers, cultural mediators, social workers) working with them and influencing their integration success. We show the school as a space that is not only institutional, formal and oriented towards intercultural education, but also a relational space in which informal processes take place to shape the future of children, dependent on significant others but also on th...
The Effects of Migration on Children: An Ethnographic Study
1989
This report reexamines previously gathered ethnographic data derived from approximately 3,000 hours of interviews with migrants across the United States to determine what factors associated with migration affect children's educational outcomes. The data suggest the existence of a "culture of migrancy," which is manifested in similar attitudes, lifestyles, and behavioral patterns among migrants of different ethnic and cultural backgrounds in the three major migration streams. The survival-oriented priorities of the culture of migrancy make all migrant chi3dren potential dropouts. Migrant children are affected by poverty, poor living conditions, isolation from mainstream society, fragmented education received between moves, and low self-esteem related to the trauma of moving. A migrant child's success or failure in the educational system is related to the emotional and economic support available to the child, the child's decision-making power, and the child's economic contribution to the family. Migrant education programs differ greatly among states and often are not coordihated with other social services. The seven chapters in this report define the migrant population, outline the ethnpgraphic methodology used, discuss migrant lifestyles and living conditions in home-base states and "upstream" states, describe the move from the fJ.rst kind of state to the other, examine role relationships and social behavior among migrants, detail the component parts and services of the Migrant Education Program, and highlight national questions of educational policy. (SV) Reproductions supplied by EDRS are the best that can be made from the original document.