1st Edition
Promoting Inclusive Systems for Migrants in Education
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.
With a range of international contributions and case studies from Canada, the US, Hong Kong, Japan and Europe, the book offers critical, theoretically innovative understandings examining national policies and practices to develop reforms, focusing on agency, heterogeneity and systems of relational spaces for migrant youth. Chapters engage with discussions around differentiated needs of marginalised and vulnerable groups, as well as the importance of superdiversity in studying and developing inclusive systems for migrant youth in education.
Offering unique insights, the book outlines a framework for the promotion of inclusive school systems that ultimately look to create quality learning environments that prevent discrimination, and support students’ holistic needs. It will be of great interest to researchers, academics and postgraduate students in the fields of sociology of education, philosophy of education, psychology of education, teacher education and social policy.
Chapter 4 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license. This work was supported by an Economic and Social Research Council [grant number ES/S015752/1].
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
Paul Downes, Alireza Behtoui, Lore Van Praag, and Jim Anderson
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
Mariana Souto-Manning
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
Guofang Li and Zhen Lin
Chapter 4 Promoting More Equitable Post-School Transitions: Learning from the Experiences of Migrant Youth in England
Charlotte McPherson, Sait Bayrakdar, Alice Weavers, Sharon Gewirtz, Meg Maguire, Christopher Winch, and Andrea Laczik
Chapter 5 Descendants of Migrants in Swedish Segregated Schools
Alireza Behtoui and Isabella Strömberg
Chapter 6 Teachers’ narrations on working with refugee youth in a smaller center in Canada
Xuemei Li and Hua Que
Chapter 7 Becoming Japanese (Only) in Transnational Spaces and Systems: A Narrative Inquiry of Familial Language Ideology of Japanese-Vietnamese Mixed-Heritage Students
Sonoka Inomoto, Yumi Sugihara & Guofang Li
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
Jan Gube, Ngok Cheng Chan, Daphnee Lee, Kerry J. Kennedy, and Miron Bhowmik
Chapter 9 Young Europeans’ Constructions and Discussions of Migrancy and Racism
Thomas Loughran, Alistair Ross, and Julie Spinthourakis
Chapter 10 Editors’ Conclusion: Multidimensional Issues of Agency and Relational Space for Migrants for Inclusive Systems in Education and Beyond
Paul Downes, Lore Van Praag, Jim Anderson, and Alireza Behtoui
Biography
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.
