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This edited volume presents the results of a European research project – 'CHILD-UP' (Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation), which analyses the hybrid integration of children with migration backgrounds into schools across Europe.
Using qualitative data and theoretical foundations obtained through interviews and focus groups, the book ultimately centres the perspectives and experiences of both the children and the professionals working with them. In doing so, it explores the complex position migrant children occupy in host societies, their exercise of agency, challenges and inspirational local practices that support hybrid integration and innovative educational planning. It also analyses the facilitation of conversations concerning children's personal experiences and social relations, second language learning and language mediation, based on video- and audio-recordings of school activities.
The book will be of relevance to researchers, academics, scholars, and faculty in the fields of sociology of education, child development, migration and multicultural studies.
The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
This edited volume presents the results of a European research project – 'CHILD-UP' (Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation), which analyses the hybrid integration of children with migration backgrounds into schools across Europe.
Using qualitative data and theoretical foundations obtained through interviews and focus groups, the book ultimately centres the perspectives and experiences of both the children and the professionals working with them. In doing so, it explores the complex position migrant children occupy in host societies, their exercise of agency, challenges and inspirational local practices that support hybrid integration and innovative educational planning. It also analyses the facilitation of conversations concerning children's personal experiences and social relations, second language learning and language mediation, based on video- and audio-recordings of school activities.
The book will be of relevance to researchers, academics, scholars, and faculty in the fields of sociology of education, child development, migration and multicultural studies.
The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Due to publisher restrictions the library cannot purchase additional copies of this title, and we apologize if there is a long waiting list. Be sure to check for other copies, because there may be other editions available.
Due to publisher restrictions the library cannot purchase additional copies of this title, and we apologize if there is a long waiting list. Be sure to check for other copies, because there may be other editions available.
Table of Contents-
1. Introduction Claudio Baraldi 2. The conceptual framework Claudio Baraldi 3. The complex position of migrant children in European legislation and education Shannon Damery, Magdalena Ślusarczyk, Ester Di Napoli and Erica Righard 4. It takes a village to enable participation and integration. Examining the meaning of social relationships from different perspectives Lena Fortsch, Chiara Ballestri, Federico Farini, Anne Harju, Krystyna Slany, Magdalena Ślusarczyk, Tiina Hautamäki, Henna Jousmäki and Margund K. Rohr 5. Gendered practices at school: the experiences of migrant children and professionals' practices and views Marta Warat, Anna Ratecka, Margund Rohr, Justyna Struzik, Paulina Szydłowska-Klakla, Thomas Drossler and Lena Foertsch 6. Participation and hybrid integration in primary and secondary schools Federico Farini, Sara Amadasi, Jane Murray, Angela Scollan and Magdalena Ślusarczyk 7. Narratives and practices on agency and participation of migrant children in early childhood education Thomas Drössler, Chiara Ballestri, Lena Foertsch, Angela Scollan and Margund K. Rohr 8. Epistemic authority and hybrid integration in the view of language ideologies in classroom discourse Erica Righard, Petra Svensson Källberg, Sara Amadasi, Shannon Damery, Krystyna Slany and Thomas Droessler, 9. Language mediation in schools: the case of parent–teacher meetings Claudio Baraldi and Laura Gavioli 10. Conclusions Claudio Baraldi
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