04 SES 17 C, Migrant Children and Reception Contexts: Risks and potentials in inclusive education Part 2
Symposium continued from 04 SES 16 C
International migration in general and the recent refugee crisis of in particular are complex and contested topics in European politics. At the same time, the education systems are operating under uncertain and unpredictable conditions. In this situation migrant children – both with and without refugee status – become a group in special risk of exclusion and marginalisation in education. In this symposium we explore the preconditions of how professionals in schools may adopt a child-centred perspective (Fattore, Mason & Watson, 2009; Wen, Hui & Kay, 2011) in accordance with the UN Convention on the Rights of the Child when working under the uncertain conditions of the present education and migration policies.
The presenters in this symposium are partners in the research project Migrant Children and Communities in a Transforming Europe (MiCREATE) funded by the EU Horizon 2020 research and innovation programme, running from 2019-2021. The overall aim of the project is to study how adopting a child-centred approach can stimulate inclusion and integration of migrant children at an educational and policy level. In the symposium we will especially focus on identifying and mapping both risks and potentials for inclusive education of migrant children in the national contexts of reception to which the children arrive. Hence, the presentations cover case studies from Austria, Denmark, Greece, Slovenia and Spain allowing comparative perspectives and discussions on common Europeanchallenges.
The research question of the symposium is: How can we understand and identify risks and potentials of reception contexts regarding inclusive education of migrant children?
Thus, it is the objective to examine ‘destination effects’ of the reception communities with regard to integration and inclusion. The presentations research whether and how immigration and integration policies and discourses of the receiving countries affect the integration of migrant children, for example in schools (Dockett & Perry, 2004; Walton, Priest & Paradies 2013). Behind this objective lies the idea of a ‘context of reception’ (Portes & Rumbaut, 2006), by which we will address the structure of migrant communities in receiving countries, including existing datasets, qualitative data, national government policies and integration initiatives. Furthermore we will map best practices at the policy level and in schools as well as political, media and general public attitudes towards migration issues.
To identify risks and potentials for practicing inclusive education of migrant children in this context, we will likewise discuss the extent to which a child-centred approach is taken into account in policies concerning integration of migrant children and their families, especially in relation to national government policies, integration initiatives and best practices. Examination of reception communities is important because it will allow assessment and explanation of the macro differences in migrant integration between different countries, allowing comparative analysis focusing on policies and community characteristics. The discussions will be informed by theoretical perspectives on late modern, reflexive society (Beck, 1992; Giddens, 1991) and globalization (Bauman, 1998).
Bauman, Z. (1998). Globalization: The human consequences. New York: Columbia University Press. Beck, U. (1992). Risk Society: Towards a New Modernity. New Delhi: Sage. Dockett, S. and Perry, B. (2004): What makes a successful transition to school? Views of Australian parents and teachers. International Journal of Early Years Education. Vol. 12, pp. 217- 230. Fattore, T., Mason, J., & Watson, E. (2009). When children are asked about their well-being: towards a framework for guiding policy. Child Indicators Research, 2(1), 57-77. Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Cambridge: Polity Press. Portes, A., & Rumbaut, R. (2006). Immigrant America: A portrait. Berkeley: University of California Press. Walton, J., Priest, N. and Paradies, Y. (2013): Identifying and developing effective approaches to foster intercultural understanding in schools. Intercultural Education (24)3, 181-194. Wen, P., Hui, C., & Kay, S. (2011). Child-centered education: Incorporating reconceptualism and poststructuralism. Educational Research and Reviews, 6(8), 554-559.
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
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