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1

The challenges of undocumented migrant childhood

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Albański Ł.

Kultura-Społeczeństwo-Edukacja

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2018

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vol. 13

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issue 1

EN

This article examines the concept of undocumented childhood. Undocumented children have to navigate between protected (as minors) and unprotected (as young adults) contexts. Therefore, they live not only in a relatively difficult situation as children staying in another country, but also face other risks due to their uncertain futures. Their situation calls for a re-examination of the frame that has been triggered to incorporate them. In particular, one may ask: what does it mean to provide children with rights and protections that ultimately expire. Thus, the article aims to bring the discussion about children as a minority groupback. It helps to assure that migrant children will be considered as children first, and not as foreigners.

2

Norwegian Schooling in the Eyes of Polish Parents: From Contestations to Embracing the System

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Ślusarczyk M., Pustułka P.

Central and Eastern European Migration Review

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2016

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vol. 5

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issue 1

49-69

EN

The issue of the educational system remains one of the crucial areas for the discussions pertaining to migrants’ integration and contemporary multicultural societies. Ever since the inception of compulsory schooling, children and youth have partaken in largely state-governed socialisation in schools, which provide not only knowledge and qualifications, but are also responsible for transferring the culture and values of a given society. Under this premise, the schooling system largely determines opportunities available to migrant children. This paper seeks to address the questions about the pathways to youth Polish migrant integration, belonging and achievement (or a lack thereof) visible in the context of the Norwegian school system. The paper draws on 30 interviews conducted in 2014 with Polish parents raising children abroad, and concentrates on the features of Norwegian school as seen through the eyes of Polish parents. Our findings show that the educational contexts of both sending and receiving societies are of paramount importance for the understanding of family and parenting practices related to children’s schooling. In addition, we showcase the significance of Norwegian schools for children’s integration, illuminate the tensions in parental narratives and put the debates in the context of a more detailed analysis of the relations between school and home environments of migrant children. The paper relies on parental narratives in an attempt to trace and reflect the broader meanings of children’s education among Poles living abroad.

3

Integration, race and “doing good” – some critical reflections

100%

Hellesdatter Jacobsen G.

Edukacja Międzykulturowa

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2022

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vol. 19

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issue 4

179-190

EN

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.

4

(In)visible learners or school as a space for negotiating integration? Challenges of working with migrant children through the lens of teachers

100%

Ślusarczyk M., Slany K., Struzik J., Warat M.

Edukacja Międzykulturowa

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2022

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vol. 19

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issue 4

127-138

EN

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.

5

Language Support for Children from a Migration Background in Early-Years Settings in Bavaria with a focus on Munich

100%

Engels-Kritidis R.

Journal of Preschool and Elementary School Education

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2013

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issue 3

13-30

XX

This paper presents some policies and practices in the field of language support for children from migrant backgrounds in early-years settings in Bavaria (Germany), with a special focus on the situation in the city of Munich. The paper describes the content and the application of SISMIK screening tool used for assessing migrant children’s level of German language prior to school entry, as well as the important role of the Intercultural Education and Language Section (part of the Department of Education and Sport of the City of Munich) in supporting children from families from migrant backgrounds.

6

Polish Migrant Children’s Transcultural Lives and Transnational Language Use

88%

Moskal M., Sime D.

Central and Eastern European Migration Review

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2016

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vol. 5

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issue 1

35-48

EN

This paper addresses the issue of language and belonging in the transnational context of migration. It draws on two research projects with first-generation children of Polish labour migrants in Scotland. The paper examines the role that language plays in fostering multiple ways of being and belonging, and in understanding how children make sense of their identity. It suggests that language should take a more central place in debates about cultural connectivity and transnational migration. Findings point to the need for a more holistic approach to supporting migrant children, including the explicit recognition of family cultural and language capital in the host society.

7

The socialisation of migrant children in transnational settings

88%

Reisenauer E.

Sociologický časopis. Czech Sociological Review

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2022

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vol. 58

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issue 1

7-27

EN

This article argues that it is central to consider the socialisation processes of migrant children in transnational settings when focusing on issues of integration and the transnationality of the next generation. A central experience of migrant children is that they grow up and are involved in both the emigration and immigration country (of their parents). Many of them circulate between Germany and Turkey several times and maintain multiple relationships across national borders when they are growing up. This has implications for their family relationships and educational careers in childhood, but beyond that it also has effects that are detectable into adulthood. The article shows that migrant children develop the potential and skills that enable them to live a transnational life. The question the article therefore addresses is whether and how a transnational childhood affects the transnationality and integration of the next generation in the adult life.

8

Osobowość nauczycieli a ich praca z dziećmi migrantami w szkole podstawowej

76%

Pamuła-Behrens M., Hennel-Brzozowska A.

Studia Edukacyjne

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2017

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issue 46

169-191

EN

Research on the personality of primary school teachers and on their level of competence in teaching migrant children, including their own migration experience and their attitudes toward training for better education of foreign pupils, was conducted in 2016, using Big Five NEO-FFI and a questionnaire constructed by the authors (PPNUC). The subjects work in a big Polish city and their school is attended by Ukrainian and Vietnamese migrant children; half of the teachers (called NU) have the migrant children in their classes, the other half do not (NN). The results have shown, among others, that NU teachers have higher extraversion scores than NN and that younger teachers have a more positive attitude toward training programs for educating migrant children.

9

Дети-мигранты: современные акценты научных исследований в России

75%

Simaeva I.

Problemy Wczesnej Edukacji

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2016

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vol. 12

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issue 4(35)

7-13

EN

The article provides an analysis of trends and approaches to researching foreign language learning problems, social and psychological adaptation, and the integration of migrant children in the multiethnic educational institutions of Russia. Showing new actual directions of scientific research: methodology of elementary education in foreign language of middle-school and older migrant children, learning, emotional expression of migrant children and development of their emotional intelligence. It indicates other necessary areas of international research and development in migrant children, a stable identification with the host country, and support for the psychological feeling of security to counter involvement in terrorism.

10

Invisible Children: Children from a Migration Background in Polish Dormitories

75%

Kościółek J.

Kultura i Edukacja

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2022

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issue 2(136)

202-214

EN

The situation of children from a migration background in Polish dormitories and boarding schools is analysed herein. It is an emerging issue, practically absent in child studies in Poland. The author refers to research that is a part of MiCreate (Migrant Children and Communities in Transforming Europe) and demonstrates that despite the growing presence of migrant children in dormitories, they are invisible within the education system. The legal gaps in regulations applying to these children as residents of dormitories are explored herein, and integrative measures are analysed to find the possible causes of their ineffectiveness. The research was conducted in a dormitory in the city of Kraków. It included interviews with the institution’s staff, participatory observations and autobiographical narrative interviews with students. This article may inspire further large-scale research into the problems of migrant children being present and living in such dormitories.

11

Polszczyzna jako język drugi w szkole. Wymagania leksykalne komunikacyjnej i edukacyjnej odmiany języka

75%

Seretny A.

Neofilolog

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2022

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issue 58/1

99-118

EN

In the recent years the number of migrant children in Polish schools has grown considerably. Many of them barely speak our language, most of them do not know it at all. Thanks to the state language support program most of the pupils within a year or two learn how to communicate in Polish. This ability however is often of little help during subject lessons due to immense differences between communicative and an academic language variety. The text presents the results of a preliminary study undertaken to prove that academic lexis makes on migrant children tremendous demands and to show that due to its specificity and quantity its teaching has to be both, explicit and well-organized. To achieve the research goal of the lexical material was excerpted from one of the history textbooks for primary school fourth graders and then subjected to detailed analysis which aimed at its structured organization. The paper ends with pedagogical implications: it presents some strategies for developing lexical competence of migrant pupils which can help them to meet the challenge and learn subject vocabulary more effectively.

Refine search results

The challenges of undocumented migrant childhood

Norwegian Schooling in the Eyes of Polish Parents: From Contestations to Embracing the System

Integration, race and “doing good” – some critical reflections

(In)visible learners or school as a space for negotiating integration? Challenges of working with migrant children through the lens of teachers

Language Support for Children from a Migration Background in Early-Years Settings in Bavaria with a focus on Munich

Polish Migrant Children’s Transcultural Lives and Transnational Language Use

The socialisation of migrant children in transnational settings

Osobowość nauczycieli a ich praca z dziećmi migrantami w szkole podstawowej

Дети-мигранты: современные акценты научных исследований в России

Invisible Children: Children from a Migration Background in Polish Dormitories

Polszczyzna jako język drugi w szkole. Wymagania leksykalne komunikacyjnej i edukacyjnej odmiany języka