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Winner of the 2023 Globalisation and Education SIG Best Book Award
at CIES 2023! Immigration, Integration and Education offers a
unique comparative analysis of the views and experiences of
children of immigrants in school in France and England. It
showcases how the theorization of children’s narratives can offer
new methodological tools and insights in comparative education and
help understand the different role of educational systems and
discourses around issues of immigration, integration, race,
language and religion. Presenting an in-depth analysis of
children’s own narratives, this book offers a close comparative
examination of the French and English educational systems, and the
ways in which they impact on the experiences and identities of
children of immigrants. The narratives of the children reveal the
multiple forms of othering, discrimination and exclusion that shape
their experiences in school, but also the multiple strategies they
deploy to navigate these complex educational landscapes. It
stresses that beyond national ideologies and philosophies of
integration, structural and cultural aspects need to be explored to
understand the role played by schools in the inclusion of immigrant
populations. This book is an essential resource for academics,
researchers and graduate students in the fields of sociology of
education, migration studies, intercultural education, educational
policy and comparative and international education. It will also
appeal to those who are committed to addressing inequalities and
discrimination in education.
Immigration, Integration and Education offers a unique comparative
analysis of the views and experiences of children of immigrants in
school in France and England. It showcases how the theorization of
children's narratives can offer new methodological tools and
insights in comparative education and help understand the different
role of educational systems and discourses around issues of
immigration, integration, race, language and religion. Presenting
an in-depth analysis of children's own narratives, this book offers
a close comparative examination of the French and English
educational systems, and the ways in which they impact on the
experiences and identities of children of immigrants. The
narratives of the children reveal the multiple forms of othering,
discrimination and exclusion that shape their experiences in
school, but also the multiple strategies they deploy to navigate
these complex educational landscapes. It stresses that beyond
national ideologies and philosophies of integration, structural and
cultural aspects need to be explored to understand the role played
by schools in the inclusion of immigrant populations. This book is
an essential resource for academics, researchers and graduate
students in the fields of sociology of education, migration
studies, intercultural education, educational policy and
comparative and international education. It will also appeal to
those who are committed to addressing inequalities and
discrimination in education.
Within the context of increased global migration and mobility,
education occupies a central role which is being transformed by new
human movements and cultural diversity, flows, and networks.
Studies under the umbrella terms of migration, mobility, and
mobilities reveal the complexity of these concepts. The field of
study ranges from global child mobility as a response to poverty,
to the reconceptualising of notions of inclusion in relation to
pastoralist lifestyles, to the ways in which new offshore
institutions and transnational diasporas shape the educational
experiences of students, families, and teachers. At the heart of
this new research is a need to explore how identity, integration,
and social stratification play a role in the story of global
migration between and within the Global North and South. This
volume focuses on three major themes: poverty, migration, social
mobility and social reproduction; networks of migration within and
across national education systems; and higher education and
international student mobility, and the concerns and opportunities
that go along with this mobility. The international group of
researchers who have contributed to this book demonstrate how
educational institutions are part of a common global project
characterised by fluidity, how the social fabric of educational
institutions responds to demographic diversity, and how new social
differentiations occur as a result of human movement. By bringing
together these contributions, a number of important theoretical and
empirical methodological dimensions are identified that need more
attention within the growing field of migration and education
studies. This volume shows how mobilities and transnational
interconnectedness create multiple interactions that tie our
different educational projects together. This book was originally
published as a special issue of Compare: A Journal of Comparative
and International Education.
Within the context of increased global migration and mobility,
education occupies a central role which is being transformed by new
human movements and cultural diversity, flows, and networks.
Studies under the umbrella terms of migration, mobility, and
mobilities reveal the complexity of these concepts. The field of
study ranges from global child mobility as a response to poverty,
to the reconceptualising of notions of inclusion in relation to
pastoralist lifestyles, to the ways in which new offshore
institutions and transnational diasporas shape the educational
experiences of students, families, and teachers. At the heart of
this new research is a need to explore how identity, integration,
and social stratification play a role in the story of global
migration between and within the Global North and South. This
volume focuses on three major themes: poverty, migration, social
mobility and social reproduction; networks of migration within and
across national education systems; and higher education and
international student mobility, and the concerns and opportunities
that go along with this mobility. The international group of
researchers who have contributed to this book demonstrate how
educational institutions are part of a common global project
characterised by fluidity, how the social fabric of educational
institutions responds to demographic diversity, and how new social
differentiations occur as a result of human movement. By bringing
together these contributions, a number of important theoretical and
empirical methodological dimensions are identified that need more
attention within the growing field of migration and education
studies. This volume shows how mobilities and transnational
interconnectedness create multiple interactions that tie our
different educational projects together. This book was originally
published as a special issue of Compare: A Journal of Comparative
and International Education.
Given the current context of the experience of migration on schools
in England and Europe, and the competing policies and approaches to
social integration in schools, there is a need to understand the
connection between language development and social integration as a
basis for promoting appropriate policies and practices. This volume
explores the complex relationship between language, education and
the social integration of newcomer migrant children in England,
through an in-depth analysis of case studies from schools in the
East of England. The authors set this evidence against the
background of policy debates in the wider international setting,
including a critical discussion of assumptions underlying national
narratives of mainstreaming and assimilation. In the light of an
absence of national guidelines for appropriate practice in schools,
the authors outline a model of inclusive pedagogy for English as an
additional language (EAL) and a framework of home-school
communication to promote effective EAL parental engagement in
schools.
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