Migration,disability and education: reflections from a special school in the east of England

Studies of migrant pupils in schools have paid little attention to people with special educational needs and/or disabilities, reflecting a broader normative ableism of existing scholarship. This article, based on a case study of a special school in the east of England, explores the perspectives of staff and new migrants on their experiences. The article exposes how migrant families’ interactions with schools were shaped both by their previous migration histories and current broader processes of ‘integration’. Teachers were empathetic and supportive, but it was the extended remit of the work of migrant and minority staff (including translation and wider caring roles) that proved particularly vital for families. We employ an intersectional approach to interpret these encounters, exposing the tensions and dilemmas arising. Further research is needed to develop understanding and critical engagement with the challenges facing these families, arising from the specific intersections of disability, migration, social class and gender.     

Determinants of educational exclusion: Poor urban girls' experiences in- and out-of-school in Kenya

The educational challenges girls face are often explained by economics. However, gender norms and identities, constructed historically but subject to change, also play a crucial role. In Kenya, little attention has been paid to the negative social constructions that keep girls from attaining the education they want. This article analyses the role of social construction among girls who are in and out of two secondary schools in Nairobi province, Kenya. Data were obtained from interviews with adolescent girls attending the schools, female dropouts previously affiliated with those two schools, and teachers at the schools. All the challenges that girls faced in attempting to secure secondary education were linked to social construction; they were deeply rooted in gender roles as defined by the cultural context and reinforced by socialisation. Based on the results, the authors hold that women must lead community efforts toward changes that will enhance their daughters’ educational opportunities.     

Policy and Practice in Language Support for Newly Arrived Migrant Children in Ireland and Spain

Over the last decades, migration across Europe has continued to increase. Consequently, offering educational support for migrant students in the schools of host countries has been an extensively debated issue across Europe and further afield, especially in countries with a history of immigration. However, less is known about how education systems in the ‘new’ immigration countries have responded to the needs of recently arrived migrants. This article focuses on language support measures set up for migrant students in state-funded schools in the Republic of Ireland and Spain – both multilingual countries with more than one official language and with a heterogeneous migrant population. In reviewing educational policy and practice in these jurisdictions in the areas of language support for migrants, this article seeks to contribute to the debate on challenges involved in supporting language acquisition by migrant students in formal educational settings.     

Including migrant worker children in the learning and social context of the rural primary school

Many of the larger towns and cities within the UK have long experienced a cosmopolitan mix of cultures, resulting in ethnically and linguistically diverse schools. However, the wider expansion of the European Union in 2004 has brought about significant changes and challenges for many schools, particularly for those in more rural areas. This article arises out of a 3-year qualitative study (January 2008–December 2010), which focused on identifying the experiences of stake-holders (children and parents of Eastern European heritage and their teachers), where migrant children enter primary schools which have previously had limited exposure to cultural and linguistic diversity. Although many migrant children settle successfully and progress within the UK education system, much can be done in terms of educational policy and practice to ensure that these learners are appropriately supported. This article examines some of the factors impacting upon migrant children's learning and well-being, and offers guidance to practitioners as how to develop inclusive and individualised learning and social contexts for these learners.     

Co‐teaching in a mainstream post‐primary mathematics classroom: an evaluation of models of co‐teaching from the perspective of the teachers

This article examines the use of a range of co‐teaching models when teaching mathematics. The approaches suggested have potential for all students, but in this instance their importance as a pedagogical approach with students with special educational needs (SEN) in inclusive classrooms is considered. The study was based in the first‐year mathematics classroom of an Irish, urban, mainstream, post‐primary, girls’ school. This article highlights the findings from the teacher's perspective and presents their reflections on a range of co‐teaching approaches. The potential and challenges of these are considered in the context of schools generally.     

Nuclear Nomads: Finding a New Island

This qualitative study describes a small community of people in Hawai’i who were affiliated with Enewetak, an atoll exposed to nuclear testing by the United States after World War II. Pattern matching is used to compare their social and educational conditions to those of other involuntary migrant groups across the world. The Enewetak community is similar to others in its poverty, isolation, outsider status, and discrimination from the dominant culture, and the challenges that those conditions create. Students are perceived to have poor educational achievement and school attendance. A major asset for the Enewetak population is the diasporic nature of the community and the strength of its transnational kin and church structures, which provide advantages that many other involuntary migrant groups do not enjoy.     

The impact of internal migration on educational outcomes: Evidence from Turkey

Similar to the relation between the inflows of immigrants and educational outcomes that are found in immigration studies, the spatial distribution of internal migrants within a given country also may influence educational outcomes, at least in the short run. This could be particularly true in Turkey, where inter-provincial mobility is high and where striking differences in educational resources and therefore educational success across regions persist. Using the 1990 and 2000 Turkish Censuses, this study exploits variations over time in the inflow of internal migrants across provinces to identify the causal effect of internal migration on natives’ educational outcomes. The evidence suggests that the inflow of migrants lowers natives’ completion rates for middle school and high school. Evidence also indicates that while the negative effects appear to be greater among native children from low-SES households, native high-SES households are able to mitigate these adverse effects for their children. Furthermore, the estimated effects exhibit some differences by children's gender and migrant status.     

初中生控制知觉、应对方式及其关系的研究

使用儿童控制知觉多维度测查表和中学生应对方式量表对526名初中生进行问卷调查,考察初中生控制知觉、应对方式及其两者的关系,结果发现:(1)初中生控制知觉存在性别差异,男生的内部和他人控制水平均高于女生,控制知觉不存在年级差异。(2)初中生应对方式存在性别差异,女生的求助和发泄因子分均高于男生;应对方式不存在年级差异。(3)控制知觉的内部控制对问题指向应对具有显著正向预测作用,而他人控制和未知方控制则对问题指向应对具有显著负向预测作用;他人控制和未知方控制对情绪指向应对具有显著正向预测作用。     

The Graduate,the Globetrotter and the Good Samaritan: adolescent girls’ visions of themselves in early adulthood

Adolescent aspirations have been extensively researched, particularly in the contexts of higher education and the workforce. This paper extends research by exploring how the educational and career aspirations of rural adolescent girls relate to their other future goals. It demonstrates how exploring aspirations, both within and outside of the contexts of higher education and the workforce, enables a deeper understanding of various adolescent aspirations and the interconnections between them. This paper draws on a qualitative study with adolescent girls living in the Cradle Coast region of Tasmania-a rural and remote region where access to a wide range of educational resources and experiences is limited in comparison to those available in metropolitan centres. The paper responds to recent participation policy in Australia that implies young people from rural locations are lacking in aspiration. The article demonstrates that despite rurality, the girls in this study have many aspirations, including those for higher education. It discusses how having many and quite varied aspirations influences the girls’ decision making and planning around their futures. The paper shows that it is the balancing of many future goals that influences educational and career decision-making, rather than low aspirations.     

Editorial

This study reports data on the challenges and needs of girls engaged in delinquent behaviour and the effectiveness of services provided by a girls' home. Implications and suggestions for the planning and implementation of effective programmes and services in alternative educational settings are included. It concludes that alternative education is not just a change of educational environment for youths in trouble, an understanding of the unique needs of girls and female offenders must be translated into practice as educators continue to find solutions for helping girls who are engaging in risky or delinquent behaviours.     

‘You Norwegians think we female Muslims are not free’: enactment of gendered positional identities during transition stages

This article describes two young Norwegian ethnic-minority girls in their efforts to involve social networks and to position themselves as learners in the transition between lower and upper secondary school. The article explores how they experience future possibilities represented by education and how they use resources in negotiating their everyday lives. We use the concept of social gendered positional identities to study how educational choices are individually and collectively formed and enacted in these girls’ everyday figured worlds. The study builds on ethnographic data collected by following two classmates across multiple settings over two years. We develop biographical cases to demonstrate how cultural factors relevant to learning emerged in particular contexts. The article concludes that gendered positions and choices made in educational transitions are connected and that meta-reflections on personal identity can help students to make decisions about the future.     

Acting and Reacting: Youth's Behavior in Corrupt Educational Settings

With its broader employability to the issues of underperformance that may emerge in educational systems internationally, this empirical study redefines and expands Albert Hirschman's theory of voice, exit, and loyalty within higher education. The article formulates a new education-embedded theoretical framework that explains reactionary behaviors of students in corrupt educational systems. The new corruption coping theory defines a set of coping mechanisms that students employ in reaction to failing institutions. Relying on the survey data collected from 762 students and interview-based data from 15 purposely sampled current students or recent graduates of the public higher education institutions in Bosnia and Herzegovina, the study reinterprets the voice mechanism that Hirschman sees as a political tool capable of bringing about change within underperforming institutions as, ironically, severely diminished in its power when observed within a corrupt environment. This research similarly differentiates amongst various types of exit and finds that Bosnian students often react in ways not predicted by Hirschman's model, leading to the emergence of a novel corruption coping theory presented in this study.     

L’accès des filles à l’enseignement supérieur au Burkina Faso: choix parentaux,parcours d’étudiantes et défis

Girls’ access to higher education in Burkina Faso: parental choices, student trajectories, challenges – What motivates parents from less well-off backgrounds to invest in extended schooling for their daughters? What drives the girls from these backgrounds to stay in the school system up to university level? Many studies on Burkina Faso’s education system show that there are still disparities between girls and boys at all levels, with the gap widening as the level of studies gets higher. Under these conditions, the prospect of pursuing higher education is less certain for girls from less well-off families. Yet, girls from these backgrounds are relatively present at the University of Ouagadougou. Based on a qualitative survey of students and their parents, this article highlights the social rationale determining the specific educational trajectories of these girls. The level of schooling of the older siblings, the girl’s positon in relation to her siblings, or concern for equity are factors in some parents’ decision to enrol their daughters in school. Parents invoke several reasons to justify sending their daughters to university, one of the most frequent being the argument that their daughters faithfully help them in return. As for the students, they mention various motivations to explain why they have persisted with their schooling and university studies, often in difficult circumstances, notably the desire to help their parents. The article also highlights the importance of family support as a factor in girls attending school and university, as well as in the pursuit and success of their studies.     

Quality assurance for public higher education: context,strategies and challenges in Kenya

Quality assurance (QA) mechanisms used to be highly dependent on national administrative traditions but nowadays there is a convergence of mechanisms. Compared to more developed higher education (HE) systems in the world, QA systems in Africa are still at an infant stage and thus confronted by many challenges. The purpose of this article is to present some of the findings derived from a study analysing the crucial issues and unique challenges facing Kenya's public HE as it struggles to develop QA mechanisms. Using purposive sampling, the researcher chose two public universities who indicated their willingness to participate and a national QA Agency (QAA). The study was done through in-depth interviews and a review of historical materials and records. Overall, respondents strongly emphasised the need for Kenyan universities to have compulsory and effective external and internal QA mechanisms. They indicated that the trends facing HE make it necessary for HE in Kenya to review their traditional QA structures and to create new systems of external QA. The numerous comments in this research indicate deficiency not only in the QAA focus and work but also in the internal QA frameworks within public universities.     

Constructions of locality and gender and their impact on the educational aspirations of working-class children

Over recent years the moral panic that has surrounded 'boys' underachievement' has tended to encourage crude and essentialist comparisons between allboys and allgirls and to eclipse the continuing and more profound effects on educational achievement exerted by social class and 'race'/ethnicity. While there are differences in educational achievement between working-class boys and girls, these differences are relatively minor when comparing the overall achievement levels of working-class children with those from higher, professional social class backgrounds. This article argues that a need exists therefore for researchers to fully contextualize the gender differences that exist in educational achievement within the overriding contexts provided by social class and 'race'/ethnicity. The article provides an example of how this can be done through a case study of 11-year-old children from a Catholic, working-class area in Belfast. The article shows how the children's general educational aspirations are significantly mediated by their experiences of the local area in which they live. However, the way in which the children come to experience and construct a sense of locality differs between the boys and girls and this, it is argued, helps to explain the more positive educational aspirations held by some of the girls compared with the boys. The article concludes by considering the relevance of locality for understanding its effects on educational aspirations among other working-class and/or minority ethnic communities.     

“I want to speak like the other people”: Second language learning as a virtuous spiral for migrant women?

This article contributes to scholarship on migrant women’s second language (L2) education in North America and Europe. Questioning reductionist understandings of the relationship between female migrants, their receiving communities and L2 education, the authors consider existing literature as well as their own qualitative work to investigate the challenges, opportunities and agency of migrant women. Weaving together and thematically presenting previous scholarship and qualitative data from interviews, participant observations and classroom recordings from a mixed-gender L2 adult migrant classroom in Austria and an all-women L2 migrant classroom in the United States, they trouble conceptualisations which position women primarily as passive recipients of education and in need of emancipation, while simultaneously elevating communities as agentic providers of these. Specifically, the authors emphasise that (1) L2 proficiency is not a guarantee for migrant women’s social inclusion or socioeconomic advancement; (2) migrant women’s complex challenges and agency need to be recognised and addressed; and (3) all involved in L2 education of migrant women do well to become learners of their own experiences of oppression, including their complicity in it.     

探究式教育游戏角色设计的机制研究

教育游戏角色是玩家在游戏场景中的"替身",具有统一游戏过程和学习过程的关键作用。游戏角色设计包括"内"、"外"两个属性区的分析和研究,内在属性区即设计者的初衷、目的的内化和隐喻;外在属性区即玩家对角色形象的接受和对角色特征的体验。分析和研究这两大截然不同的属性区有助于我们深入认识教育游戏角色设计的过程。文章着重探讨探究式教育游戏角色设计的机制和途径。     

流动儿童的集体自尊及其与学校归属感的关系

为考查流动儿童集体自尊的特点及其与学校归属感的关系,选取719名流动儿童进行问卷调查.结果发现:(1)流动儿童的集体自尊存在显著的性别差异,女生的总体集体自尊、成员资格自尊水平显著高于男生;(2)小学阶段流动儿童的总体集体自尊、私密性集体自尊、公众性集体自尊水平显著高于初中阶段的流动儿童;(3)流动儿童转学次数越多,其总体集体自尊和私密性集体自尊水平越低;(4)流动儿童集体自尊与学校归属感显著正相关,具体体现在学校环境、教师行为、学校投入、同伴关系和学校融入;(5)流动儿童学校归属感对集体自尊具有显著的正向预测作用,预测力为36.4％.     

Shaping the educational policy field: ‘cross-field effects’ in the Chinese context

This paper theorises how politics, economy and migrant population policies influence educational policy, utilising Bourdieusian theoretical resources to analyse the Chinese context. It develops the work of Lingard and Rawolle on cross-field effects and produces an updated three-step analytical framework. Taking the policy issue of the schooling of internal migrant children as an example, it analyses how a range of fields – political, economic and public policy – ‘export’ their logics of practice into the educational policy field (as a sub-field of the public policy field) and consolidate the changes. The cross-field effects shape the state school enrolment policy and the relative positions of agents and the relative value of their capital in the educational policy field. This paper demonstrates the analytical capacity of Bourdieusian theoretical resources for policy analysis in the Chinese context, by illustrating how the inequalities experienced by migrant families have been intensified in education by cross-field effects.     

Challenging Masculinity and Using Sexuality

Drawing from ethnographic research this paper focuses on how sexuality is deployed in regulative and tactical forms within Further Education. It examines how masculinity is institutionalised through the internal discourses of education. It demonstrates how, on the basis of the normalisation of masculinity, male teachers are able to regulate female students through the sexualising of situations. The resentment generated by being forced to confront their educational and feminine powerlessness leads the female students to develop a number of different coping tactics. One of these is a transformative attack on masculine hegemony whereby female students take up masculine subject positions and use strategies of masculinity to control male teachers. It argues that the refusal to give legitimacy and consent to masculine regulation, in education, on the basis of a cost‐benefit analysis, could engender challenges across the sites, thereby necessitating reconstructions of masculine power.