This book presents a child-centred approach to migrant children’s experiences in education. Using a decolonising framework, the book interrogates the diversity of migrant experiences in the global South and North.
The book brings together researchers and practitioners from education, childhood studies, sociology, and linguistics to debate and theorise key methodological and empirical issues in migrant children’s experiences through education. It focuses on how diverse forms of global mobilities are key to transforming educational experiences of children and considers the interplay of class, race, gender, geography, and learning settings. By doing so, the book uncovers particular challenges for addressing sustainable development goals relating to education and inclusive development. Diversifying the study of migration and development, the book challenges the Eurocentrism of the discipline and contributes to ongoing efforts to liberate the field from labels and discourses that further marginalise migrant children.
Using an intersectional and decolonising approach to address an important gap in the diversity of migrant experiences, the book will be of great interest to researchers, scholars, and students in the field of migration studies, sociology of education, intercultural education, and international development.
Author(s): Shoba Arun, Khawla Badwan, Hadjer Taibi, Farwa Batool
Series: Migration and Education
Publisher: Routledge
Year: 2023
Language: English
Pages: 251
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of Figures
List of Tables
List of Abbreviations
List of Contributors
Acknowledgements
Foreward: Thinking Researchers’ Positionalities about the Other and Opening to a Decolonised Research Gaze
1 Introduction
Part I: Methodological, Conceptual, and Ethical Considerations in Child-Centred Migration Studies
2 Research with Migrant Children from Countries of the Global South: From Ethical Challenges to the Decolonisation of Research in the Sensitive Contexts of Modernity
3 Reflexive Narrative on Identity and Exclusion of the Zimbabwean Child in the Diaspora: ‘The Odd-Looking Fellow’
4 Critical Decolonial Interculturality as a Tool to Analyse Best Practices of Inclusion Centred on Migrant Children in a Multi-ethnic Territory of São Paulo City during the COVID-19 Pandemic
Part II: Intersectional Inequalities, Racism, Stereotypes, and Discrimination of Migrant Pupils
5 ‘Othering’ and Integration of Migrant Children and Young People of Albanian Ethnic Origin: Evidence from Slovenian Schools
6 Online Learning during a Pandemic and its Impact on Migrant Children in Manchester, UK: “When the School Closed…and being Isolated at Home I Feel Like My Heart is Closed”
7 Impact of the Pandemic on Refugee Education in Greece
Part III: Well-being of Children in Migration Processes: Case Studies
8 A Profile of Well-Being among Children of Kerala Migrants: Growing Up, Left Behind
9 What do We know About Migration and the Role of Education in Migration? The Case of Uzbekistan
10 African Migrant Children’s Experiences in South African Schools
11 A Comparative Study of Language Learning Barriers of German Refugee and Cyprus Migrant Children
12 Conclusion: Working towards a Hopeful Future through Child-centric Migration Studies Perspectives
Index
