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    Wyświetlanie 1-3 z 3
    Tytuł:
    (In)visible learners or school as a space for negotiating integration? Challenges of working with migrant children through the lens of teachers
    Autorzy:
    Ślusarczyk, Magdalena
    Slany, Krystyna
    Struzik, Justyna
    Warat, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/2187220.pdf
    Data publikacji:
    2022-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    migrant children
    educational system
    agency
    teachers
    Opis:
    Poland has been becoming a migrant country over the past years, experiencing recently increased visibility of migrant children at schools. At the same time, the issue of their support and integration remains on the margin of educational policy and depends on the activity of local authorities and, above all, of school head-teachers and teachers. Drawing on the qualitative study carried out in 2020 within the project CHILD-UP Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation (Horizon 2020) in schools in Kraków and South-East Poland (where one of the centres for foreigners is located), this article comprises a discussion on the extent to which Polish schools are ready to accept migrant (including refugee) children, to enhance their agency and support integration processes. Therefore, it raises a question whether schools are able to effectively support migrant children linguistically as well as help them enter into peer groups in the course of their educational activities.
    Źródło:
    Edukacja Międzykulturowa; 2022, 19, 4; 127-138
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Integration, race and “doing good” – some critical reflections
    Autorzy:
    Hellesdatter Jacobsen, Gro
    Powiązania:
    https://bibliotekanauki.pl/articles/2187215.pdf
    Data publikacji:
    2022-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    migrant children
    integration
    race and diversity
    MiCREATE project
    Opis:
    This article discusses reflections on doing research with and about migrant children, focusing on addressing “race” and racialization processes as well as integrationist implications of “doing good” among both school professionals and researchers. The motivation is to contribute to a more nuanced understanding of how to research integration while also promoting a child-centred approach and taking children’s own understandings and opinions into account. Written at the threshold of the phase of analysing data from fieldwork with children, which is one of the main analytical tasks in the MiCREATE project, this article is a summary of some focus points and concepts that turned out to be of importance during the ongoing epistemic reflexivity process in the research project. Taking a point of departure in general methodological reflections on a structuralist-constructivist approach and on constant epistemic reflexivity, three approaches that could be useful in reflections and analyses are suggested: reflections on the concept of integration, on race and diversity, and on researcher positioning within a research project both while studying practices of “doing good” and aiming at “doing good” in itself as well.
    Źródło:
    Edukacja Międzykulturowa; 2022, 19, 4; 179-190
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The whole child approach in the context of joint activities with children from a migration background
    Autorzy:
    Kościółek, Jakub
    Powiązania:
    https://bibliotekanauki.pl/articles/1876388.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    whole child approach
    children-centered approach
    education of children from a migrant background
    migration
    intercultural education
    Opis:
    The article presents contemporary views on a new approach to children studies in social sciences and humanities, and particularly the “whole child approach” paradigm. The basic features of this approach are discussed in the context of integrating children from a migration background and their social functioning within the structure of education. A brief discussion on the necessary structural changes in social life and its adjustment to the needs of children is provided. The whole child approach is promoted as a key element of social cohesion strategies.
    Źródło:
    Edukacja Międzykulturowa; 2021, 14, 1; 207-215
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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