20 SES 04, Educational and Mentoring Practices Related to Integration and Acculturation – What Kind of Tensions and Hindrances Can Be Identified through Research Projects on these Topics?
The aims of the research are to describe the dialectical tensions between cultural-educational codes of the families of migrant children in a kindergarten and the cultural-educational codes of the receiving society, and to examine ways of dealing with migrants considering these tensions.
The kindergarten described in the research is homogeneous and multi-lingual, designated only for four and five-year-old children from migrant families. Considerable resources have been invested in the kindergarten and its activities contribute to strengthening the children’s self-image, aiding in the acquisition of the Hebrew language, granting the children social and cultural knowledge of the receiving society while maintaining the cultural values of their origin.
The government of Israel, like many others in the world, attaches great importance in enabling an education for children of migrant families: work migrants, asylum-seekers and refugees, regardless of their legal status (Yonah & Kemp, 2008; Kemp and Reichman, 2008; Shapira, 2010; Green, 2014).
Most children of migrant families are integrated in educational frameworks in their area of residence. In some places, there are separate kindergartens and classes, and in others, the children are integrated in schools where the local Israeli children learn (Moshe, 2014).
Many studies which have investigated migrant families throughout the world have dealt with the ability of parents to educate and to raise their children. These studies have found that involved parents who have been in communication with schools, have volunteered, have had meetings with educators and have provided learning activities with their children at home and outside the school framework, have aided or positively influenced their children’s education (Aldous, 2006; Glick & Hohomann-Marriott, 2007).
One of the difficulties for educators in the receiving society is the ability to guide parents. This stems from the parents’ inability to speak the language, their cultural and
society, the problem of dealing with the transition to a Western society by parents who lack basic education and, at times, don’t even know how to read or write in their native language (Eliyahu-Levi and Ganz-Meishar, 2016; Pérez, Drake & Barton, 2005).
Parental involvement is especially important in socially marginal groups suffering from poverty and distress as, if parents do not speak the language and are not involved in the school experience, the educational development of their child may suffer. Migrant parents lack the knowledge, skills and social support to cope with the difficulties and the barriers posed by the receiving society. The migrants must deal with a new life in a new society, operating according to norms that they are not acquainted with. In order to be good, supportive and successful parents, they must develop a new understanding of the receiving society’s realities and adopt new social, educational and cultural processes and skills, and they must even to stand up for the right of their children to a good education (Suárez-Orozco & Suárez-Orozco, 2001).
The contribution of the research – This research adds a new level and enriches accumulating global knowledge about children of migrant families and about kindergartens. The research, for the first time, exposes the personal voices of parents from migrant families and describes the cultural-educational codes of their country of origin and the gap between these and the accepted codes of the receiving society. In addition, the article presents the role of the kindergarten teacher in the kindergarten, discussing the integration and assimilation of migrant family children in the receiving society.
Aldous, J. (2006). Family, ethnicity, and immigrant youth's educational achievements. Journal of Family Issues, 27, 1633–1667. Eliyahu-Levi D. & Ganz-Meishar, M. (2016). Migrants’ Children Aged 15 – 17 Position Themselves in Circles of Belonging. Language, Discourse & Society, 4, 63–83. Eisikovits, R.A., Karnieli, M. (1992). Acquiring conflict resolution skills as culture learning: An Israeli example. Higher Education, 23: 183–194. Glick, J. E., & Hohmann-Marriott, B. (2007). Academic performance of young children in immigrant families: The significance or race, ethnicity and national origins. International Migration Review, 41, 371–402. Green, D. (2014). Education of Foreign Children in Japan: Local Versus National Initiatives. International Migration, 15, 387–410. Holstein, J.A., and Gubrium, J.F. (1998). Phenomenology, Ethnometodology, and Interpretive Practice. In N.K. Denzin and Y. Lincoln. Strategies of Qualitative Inquiry (pp.137-157), London: Sage. Kemp A, Raijman R. (2008). Migrants and Workers: The Political Economy of Labor Migration in Israel. Israel: Van- Leer Institute. Langdridge, D. (2007). Phenomenological psychology: Theory, research and method. Essex, England: Pearson Education Limited. Moshe, N. (2014). Education services to the population of foreign children without civil status, Center for Research and Information, Jerusalem. Pérez Carreón, G., Drake, C., & Barton, A. C. (2005). The importance of presence: Immigrant parents' school engagement experience. American Educational Research Journal, 42, 465–498. Yonah, Y. & Kemp, A. (2008). Citizenship Gaps: Migration, Fertility and Identity in Israel. The Van Leer Institute and Hakibbutz Hameuchad, Jerusalem. Shapira, A. (2010). Foreign workers in Israel, Parlament, 67, The Israeli Democracy Institution, Jerusalem. Smith, J. A., Flower P., & Larkin M. (2009). Interpretative phenomenological analysis. Theory method and research. London: Sage. Soffer, A. (2008). The Connection between Demography and National Security. The case of E.U. National Security and the Future, 1-2(9), 7–21. Suárez-Orozco, C., & Suárez-Orozco, M. (2001). Children of immigration. Cambridge, MA: Harvard University Press. Tapia, J. (2000). Zur, A, & Eisikovits, R. (2015). Between the Actual and the Desirable a Methodology for the Examination of Students’ Lifeworld as It Relates to Their School Environment. Journal of Thought, 49 (1-2): 27–51.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.