This novel contribution examines the lived experiences of migrants in education in various international contexts, exploring common school system features that promote students' inclusion and challenge their exclusion.
This novel contribution examines the lived experiences of migrants in education in various international contexts, exploring common school system features that promote students' inclusion and challenge their exclusion.
Paul Downes is a Professor of Psychology of Education, and director of Educational Disadvantage Centre, Institute of Education, Dublin City University, Ireland. Jim Anderson is a Professor Emeritus in the Department of Language and Literacy Education, University of British Columbia, Canada. Alireza Behtoui is a Professor of Sociology, and Senior Lecturer in the Department of Sociology, Södertörn University, Sweden. Lore Van Praag is an Assistant Professor in Sociology, Erasmus School for Social and Behavioral Sciences, Erasmus University of Rotterdam, Netherlands.
Inhaltsangabe
Part 1 Theoretical Interrogations of Inclusive Systems, Critical Race Theory, Critical Space Theory and Superdiversity for Supporting Migrants in Education Chapter 1. Editors' Introduction Promoting Inclusive Systems for Migrants in Education Chapter 2. Beyond Imperialistic Borders and Family Separation in the United States as Stock Story: Toward an Expansive Politics of Belonging for Migrants and Immigrants Part 2 Inclusive Systems for Superdiversity, Lived Experiences and Voices of Migrants and Families Chapter 3 Towards an Inclusive Language Education System in the Age of Superdiversity: Parents' and Teachers' Perspectives and Practices of Supporting Bilingualism for Chinese-Canadian Children Chapter 4 Promoting More Equitable Post-School Transitions: Learning from the Experiences of Migrant Youth in England Chapter 5 Descendants of Migrants in Swedish Segregated Schools Chapter 6 Teachers' narrations on working with refugee youth in a smaller centre in Canada Chapter 7 Becoming Japanese (Only) in Transnational Spaces and Systems: A Narrative Inquiry of Familial Language Ideology of Japanese-Vietnamese Mixed-Heritage Students Part 3 Initial Teacher Education Reform to Promote Inclusive Systems in Education Chapter 8 Creating Pathways for Cultural Inclusion: Informal Learning and Teacher Education in Hong Kong Chapter 9 Young Europeans' Constructions and Discussions of Migrancy and Racism Chapter 10 Editors' Conclusion: Multidimensional Issues of Agency and Relational Space for Migrants for Inclusive Systems in Education and Beyond
Part 1 Theoretical Interrogations of Inclusive Systems, Critical Race Theory, Critical Space Theory and Superdiversity for Supporting Migrants in Education Chapter 1. Editors' Introduction Promoting Inclusive Systems for Migrants in Education Chapter 2. Beyond Imperialistic Borders and Family Separation in the United States as Stock Story: Toward an Expansive Politics of Belonging for Migrants and Immigrants Part 2 Inclusive Systems for Superdiversity, Lived Experiences and Voices of Migrants and Families Chapter 3 Towards an Inclusive Language Education System in the Age of Superdiversity: Parents' and Teachers' Perspectives and Practices of Supporting Bilingualism for Chinese-Canadian Children Chapter 4 Promoting More Equitable Post-School Transitions: Learning from the Experiences of Migrant Youth in England Chapter 5 Descendants of Migrants in Swedish Segregated Schools Chapter 6 Teachers' narrations on working with refugee youth in a smaller centre in Canada Chapter 7 Becoming Japanese (Only) in Transnational Spaces and Systems: A Narrative Inquiry of Familial Language Ideology of Japanese-Vietnamese Mixed-Heritage Students Part 3 Initial Teacher Education Reform to Promote Inclusive Systems in Education Chapter 8 Creating Pathways for Cultural Inclusion: Informal Learning and Teacher Education in Hong Kong Chapter 9 Young Europeans' Constructions and Discussions of Migrancy and Racism Chapter 10 Editors' Conclusion: Multidimensional Issues of Agency and Relational Space for Migrants for Inclusive Systems in Education and Beyond
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