Full Description
Written during "the refugee crisis" (2017-2020) and the increasingly hostile international response to immigration at that time, this book reports on an in-schools study carried out with young migrants in two countries with highly diverse populations: France and Aotearoa New Zealand. Backgrounded by questions of how minority language speakers can succeed within monolingual education systems, case studies are presented of newly-arrived migrant, asylum-seeker and refugee-background teenagers learning in mainstream classes.
A critical, comparative approach is taken to investigate background and foreground phenomena that construct and sustain inequalities in education. Findings highlight useful and effective solutions for teachers working in culturally and linguistically diverse classrooms.
Contents
Series Editor's Foreword
Régis Malet
Foreword
Stephen Dobson
Preface
Acknowledgements
List of Figures and Tables
PART 1: Immigration: Policies and Practices in France and Aotearoa New Zealand
Introduction to Part 1
1 Introduction
1 The Context and Motivation for This Study
2 Why Research with Young Migrants and Their Teachers?
3 Why Compare France and Aotearoa New Zealand?
4 Researcher's Views, Hypothesis, Main Questions
5 Terminology
6 Overview of the Case Studies of Young Migrants in Schools
7 Theoretical Aspects of the Research
8 Structure of the Book
2 Immigration
1 Introduction
2 EU Anti-Immigration Policies
3 Two Responses to the Refugee Crisis in France and Aotearoa New Zealand
4 Conclusion: The Refugee Crisis and the Challenge to Educational Environments
3 National Identities: Histories of Immigrants
1 Introduction
2 Histories Still Influence the Present
3 Who Is "Really" French or Kiwi?
4 How Do Language and Culture Signify Belonging?
5 Stereotypes of Immigrants
6 New Zealand Stereotypes of Immigrants
7 Comparing Histories of Immigration in Both Countries
8 Conclusion: Stereotypes of Immigrants in Both Countries
9 Secularity, Cultural Ideals and "Othering"
10 Conclusion: Equity of Participation
4 Assimilation vs. Integration
1 Introduction
2 Assimilation through "Education of the Savages"
3 Assimilation in France: The Background Story
4 Assimilationist Past in New Zealand: From Missionaries to Multiculturalism
5 Conclusion: New Zealand and France Share a Colonial Shame
6 Steps along the Intégration/Integration Continuum
7 Regional and Indigenous Languages
8 Revival of Māori Language and Culture: Aotearoa New Zealand Turns towards Integration
9 Conclusion: Different Versions of Integration
10 How Does the Integration Model Look Today in France and Aotearoa New Zealand?
11 Comparing Two Concepts of "Integration"
12 Conclusion: Future Directions for Integration
13 Conclusion: Assimilation vs. Integration
5 Integration and Young Migrants in Schools
1 Introduction
2 What Is Integration?
3 OECD Integration Measures for Young Migrants
4 Key Findings from This Study about School Integration and Young Migrants
5 France and "Intégration" of Migrant Youth
6 Aotearoa New Zealand and Migrant Youth Integration
7 Conclusion: Integration as a Two-Way Process
6 Immigrant Students and "Success" in Schooling
1 Introduction
2 Defining "Success": OECD Benchmarks, PISA Testing
3 How Are Young Migrants Performing at School?
4 Reducing the Performance Gap between Immigrant and Non-Immigrant Students
5 The Negative Effects of Grade Repetition, Streaming and Vocational Tracking
6 Conclusion: OECD Findings on Immigrant Students' Success
7 The Role of Parents in the Child's Success at School
8 The Child at the Centre of Contemporary Forms of Migration
9 Studies of Parental Influence on Young Migrants' Success
10 Contextualising Studies in France and Aotearoa New Zealand
11 Research Findings on How Parents Influence the Child's Success at School
12 How May Parents Influence the Child's Success at School? 162
13 Conclusion: Definitions and Influences on Young Migrants' Success at School
7 Asylum-Seeking and Refugee Families
1 Introduction
2 Seeking Asylum in France
3 Proposed Changes to Asylum-Seeking Process in France, 2017-2018
4 Expulsion of Asylum Seekers
5 Housing for Asylum Seekers
6 Families Living in CADA (Centre d'Accueil des Demandeurs d'Asile)
7 Conclusion: Asylum-Seeking Parents
8 Refugee Families in Aotearoa New Zealand
9 Conclusion: Asylum Seeker and Refugee Families in Both Countries
8 Teacher Education: Preparing Teachers for Working with Immigrant Students
1 Introduction: Teacher Education to Support Young Migrants' Achievement
2 Inquiry Processes
3 CASNAV
4 Example from New Zealand "Inquiry Model" (Ministry of Education tki.org.nz [te kete ipurangi])
5 Conclusion: Teaching as Inquiry Model in Teacher Training
PART 2: Empirical Study/Field Research: Case Studies of Newly-Arrived Immigrant Students and Integration into Mainstream Learning in Two Schools—Bordeaux and Wellington
Introduction to Part 2
9 Methodology
1 Introduction
2 Aims and objectives
3 Terrains of Field Research
4 Organisation of Field Research
5 Terrain 1: Schools
6 Terrain 2: Teacher Education Institutions
7 Terrain 3: Agencies Working in Refugee Resettlement
8 Conclusion
10 The Case Studies: Qualitative Data on Integration into Mainstream Learning: 4 Newly-Arrived Immigrant Students and Their Classroom Learning Behaviours
1 Introduction
2 How the Case Studies Were Conducted
3 Two "Special" Case Studies
4 Testing the Hypothesis
5 The Case Studies
11 Two "Special" Case Studies: Mahala (Iraqi, 12 Years Old, in the French School) and Bashiir (Somali, 17 Years Old, in the New Zealand School)
1 Introduction
2 Case Study of Mahala, 12 Years Old, Iraqi (in the French School)
3 Case Study of Bashiir, 17 Years Old, Somali (in the New Zealand School)
12 Comparison of Qualitative Findings
1 Introduction
2 Student Surveys
3 Results of Student Surveys in Both Schools
4 Why Are Students Passive Learners in Mainstream Classes?
5 Findings Compared: How Do Two Schools in France and Aotearoa New Zealand Integrate Newly-Arrived Immigrant Students into Mainstream Learning?
6 Classroom Organisation (Teaching and Learning Style, Seating, Classroom Culture)
7 Structure of Learning (Lesson Structure, Learning Activities)
8 Language Use (Language of Schooling, First Languages)
9 Summary: Students Work Actively in Plurilingual Learning Spaces
10 Conclusion: Classroom Organisation, Structure of Learning and Language Use
PART 3: Conclusion: Young Migrants and Integration into Mainstream Learning in Schools
Introduction to Part 3
13 Conclusion to Findings: The In-Schools Study
1 Introduction
2 The In-Schools Study
3 The Main Questions
4 Testing the Hypothesis/Outcomes
5 Looking Forward: Working Transversally across Borders
Index
