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.
Table of Contents
List of Figures
List of Boxes
Chapter 1. Introduction
Immigration, integration and education: critical perspectives
Chapter 2. Crossed perspectives
Immigration, integration and education in France and England: a review of policy and practice
Chapter 3. Belonging and Othering
The construction of difference and Otherness in schools
Chapter 4. Language and Power
Children’s views on language and Otherness in school
Chapter 5: Discourse and Microaggressions
Belonging and Otherness in peer-group relations: the English school
Chapter 6. Ideology and Utopia
Belonging and Otherness in peer-group relations: the French school
Chapter 7 Narrative and Self
Children’s identity narratives of belonging and Otherness in school
Chapter 8 Conclusion
On reflection, recognition and reparation
Oakleigh Welply is an Associate Professor in the School of Education at Durham University, UK. Her areas of research focus on the relationship of education to issues of identity, language, race, religion and how these relate to immigration, integration, globalisation and citizenship