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Description
This open access edited volume brings together original perspectives on the important topic of educational integration of refugees and newly arrived immigrants and discusses implications for policymakers and practitioners. It highlights that, despite significant migration movements in recent years, the body of research addressing school integration processes and the role of regulations and laws remains limited. These factors are considered important for early adaptation, long-term acculturation, and the overall integration of newly arrived immigrants.
The volume brings together qualitative and quantitative studies on educational participation in primary and secondary education as well as in vocational education and training. It also examines the challenges involved in acquiring second-language proficiency and achieving success across a range of school subjects. It explores the institutional conditions for the educational integration of refugees and newly arrived immigrants (particularly access to education, academic achievement, and attainment) across different host countries, including Australia, Canada, France, Germany, Greece, Italy, and Sweden. It offers valuable insights and discusses potential implications for researchers studying educational opportunities of immigrant youth, as well as for policymakers and policy advisors.
Educational Integration of Refugees and Newly Arrived Immigrants: Concepts, Contexts, and Mechanisms.- Preparing Refugee Children for School: Conditions for Access to Language Instruction.- Differentiation Within Integration. Grade Postponement of Newly Arrived Migrants in the Italian School System.- Education of Newly Arrived Migrant Students in Sweden and Ireland: Organisational Solutions and Support Measures.- Precarious Inclusion: The Role of Local Practices, Institutional Contexts, and Uncertain Residence Status in Vocational Education and Training of Refugees in Germany.- Can I Take it with me? Skills Transferability and Human Capital Investments Among Refugees.- Refugees in Education and Training: Findings from the Building a New Life in Australia Longitudinal Study.- How Ethnic Achievement Gaps Vary Across European Countries.- Bridging or Widening the Gap? High School Resources and Achievement Gaps Across Migration Backgrounds in Italy.- Inclusion/Integration in Primary Schools in Quebec: What Teachers Report on Their Practices?.- Language Practices in Mathematics by Multilingual Learners and Their Teachers: Analysis of Characteristics and Challenges.- Identity, Acculturation, and Socio Affective Factors in Second Language Acquisition: The Lived Experiences of Adult Migrants and Refugees in Greece.
Oliver Winkler, PhD, is a researcher at the Institute of Sociology at Martin Luther University Halle-Wittenberg, Germany, and the Leibniz Institute for Educational Trajectories (LIfBi), Germany. He is head of the research group Educational Integration of Refugee Children and Youth in Germany (EDIREG) (funded by the Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth). He is chairmen of the research section Sociology of Education of the German Sociological Association. His work focuses on educational inequality and policy, migration and integration, sociology of the life course, and labour market inequalities.
Melanie Olczyk, PhD, is a researcher at the Institute of Sociology at Martin Luther University Halle-Wittenberg, Germany, and the Leibniz Institute for Educational Trajectories (LIfBi), Germany. She has been a member of the junior research group Educational Integration of Refugee Children and Youth in Germany (EDIREG) since 2021. Her research focuses on the sociology of education, particularly educational inequalities in the context of migration, as well as social and gender inequalities. She examines the role of formal and institutional conditions of learning and socialisation, also drawing on cross-national comparisons.
