07. Social Justice and Intercultural Education
Paper
Why School Context Matters in Refugee Education
Melanie Baak, Sarah McDonald, Bruce Johnson, Anna Sullivan
University of South Australia, Australia
Presenting Author: Baak, Melanie;
McDonald, Sarah
Internationally, the global movement of people resulting from conflict, climate crises and political upheaval continues to be ongoing issue. Education plays an important role in the successful settlement and lifelong outcomes of young people who are displaced and become refugees or have refugee-like experience. Because of this, research into young people from refugee backgrounds in education systems tends to focus on examples of ‘good practice’ in terms of how these young people experience education. Research on ‘good practice’ for educating students from refugee backgrounds has tended to focus on three specific approaches, namely welcoming and non-racist environments, support of students in terms of psychosocial needs and trauma, and English language acquisition (Rutter 2006; Sidhu et al., 2011). Much research on ‘good practice’ in schools promotes homogenising discourses which fail to account for how refugee background young people come to school with a range of experiences pre-and-post-migration. In addition, examples of ‘good practice’ in refugee education commonly fail to consider how schools engage in particular practices in very different contexts. This paper contributes to the study of refugee education by drawing attention to the ways that school contexts influence how schools enact ‘good practice’ in differing ways.
Researchers in a range of fields have been increasingly focused on the importance of context in understanding people’s lives (Bolling et al., 2018; Bösch & Su, 2021; Gu & Johansson, 2013; Harris & Jones, 2018; Rendón, 2014; Thrupp & Lupton, 2006). In this paper, we explore how contextual factors affect how schools respond to the needs of students from refugee backgrounds. By contextual factors we mean, in the broadest sense, school characteristics (e.g., school type, ethos, history, size, complexity, staffing profile, curriculum), and student characteristics (e.g., race, class, gender, wealth, language, sexual orientation, ability, geographic mobility) (Gu & Johansson, 2013). In particular, we are interested in how school leaders recognise and respond to the different contextual influences that shape their responses to the educational needs of these students. Our central argument is that current research on ‘good practice’ in refugee education does not give due consideration to the role of school contexts, and in turn the development of policy and funding relating to refugee education also does not consider the importance of school contexts.
An analytical framework to consider school context was developed by Braun et al., (2011) to identify the contextual factors which influence policy enactment. Described as an heuristic device, the intention of their framework is to reveal how the “rational, organisational, political, symbolic and normative are messily intertwined in ‘policy work’ in schools” (Braun et al., 2011, p. 587). As Slee et al., (1998) and Sellar and Lingard (2014) highlight, the ‘bracketing out’ of contexts and school performance reveals flaws in policy analyses which neglect the objective features of school contexts – for example, analyses of school organisation and pedagogy which ignore material contexts. Braun et al.’s framework considers context in terms of objective and subjective resources across four overlapping and interweaving contextual dimensions (Braun et al., 2011, p. 588):
- Situated contexts (such as locale, school histories, intakes and settings).
- Professional contexts (such as values, teacher commitments and experiences, and ‘policy management’ in schools).
- Material contexts (e.g. staffing, budget, buildings, technology and infrastructure).
- External contexts (e.g. degree and quality of local authority support, pressures and expectations from broader policy context, such as Ofsted ratings, league table positions, legal requirements and responsibilities).
Our analysis illustrates the ways that situated, professional and material contexts, in particular, shape the ways schools seek to address the educational needs of students from refugee backgrounds.
Methodology, Methods, Research Instruments or Sources UsedThis paper draws on research from a larger Australian Research Council Linkage funded project entitled ‘How schools foster refugee student resilience’. The project was a large multi-stage study which aimed to understand the ways in which schools foster the educational and social conditions which enhance the resilience of students from refugee-backgrounds, with a focus on how these students are impacted by particular policies, practices, relationships and events. In this study students from a refugee background were identified as those who had come to Australia through humanitarian or asylum-seeking pathways, with a focus on students who had been in Australia for less than ten years.
Seven case study schools were selected based on meeting all or some of a set of criteria for ‘good practice’ in refugee education. Participating schools were recruited from the government and Catholic education sectors in two states of Australia.
A ‘focussed ethnography’ approach (Knoblauch, 2005) was used to investigate policy development and enactment in the selected schools. This approach involved two data-intensive visits to each participating school. During the first visit members of the research team undertook interactive walking school tours usually led by the school principal or other school leaders. During these walking tours, photos were taken of the physical environments and discussions between school staff and the research team were audio recorded. We then conducted semi-structured interviews with 56 teachers and school leaders at subsequent visits to the schools with a focus on policies of importance for students from refugee backgrounds, policy development and implementation, the role of school staff in enacting policies, and the practicalities of reinforcing or bolstering the resilience of students from refugee backgrounds. In addition, relevant policy texts were collected, and some informal discussions became additional data. All recorded interviews and discussions were transcribed by a professional transcription company.
Analysis drew on Braun and Clarke’s (2022) approach to thematic analysis, which involved the entire research team engaging with transcripts through reading and discussion in order to develop a thematic coding framework. Data analysis was completed using NVivo 12, with all interview transcripts and other related data coded against the thematic framework. This paper draws on this analysis to show how differing contextual dimensions influence the ways schools respond to the educational needs of students from refugee backgrounds.
Conclusions, Expected Outcomes or FindingsThe seven case study schools had significantly different school contexts. Using Braun et al.’s (2011) framework, we examined the situated, professional and material contexts of each school and analysed how these influenced the provision of education for students from refugee backgrounds. The research demonstrated that, although not necessarily outlined as policy, the way that schools respond to the needs of students from refugee backgrounds is strongly contextual. Aspects of school contexts including school histories and student intakes, previous school experience working with refugee background students, school values and ethos, staff knowledge and experience working with refugee background students, and finances and resources to support these students all significantly influenced the practices that schools engaged in. While school context is important, equally the diversity and context of refugee background students themselves is a further important consideration (Keddie 2012; McIntyre & Abrams 2020).
The contextual factors of schools attended by refugee background students are often overlooked, with an assumption that good practice in refugee education looks the same everywhere. Over a decade ago, Matthews (2008) described the approach to refugee education in Australian schools as ‘piecemeal’; today, we still see a system which lacks policies or a systemic approach which can be tailored according to the contextual influences of individuals schools and students. This is similar across most refugee-receiving nations globally. Our research illustrates that the situated, professional and material contexts of schools are essential dimensions which influence, inhibit and enable the enactment of ‘good practice’ in refugee education. A consideration of these contextual aspects is crucial in the development of policy and funding models in refugee education.
ReferencesBolling, C., Van Mechelen, W., Pasman, H. R., & Verhagen, E. (2018). Context matters: revisiting the first step of the ‘sequence of prevention’of sports injuries. Sports Medicine, 48(10), 2227-2234.
Bösch, F., & Su, P. H. (2021). Competing contexts of reception in refugee and immigrant incorporation: Vietnamese in West and East Germany. Journal of Ethnic and Migration Studies, 47(21), 4853-4871.
Braun, A., Ball, S. J., Maguire, M., & Hoskins, K. (2011). Taking context seriously: Towards explaining policy enactments in the secondary school. Discourse: Studies in the cultural politics of education, 32(4), 585-596.
Braun, V., & Clarke, V. (2022). Thematic Analysis: a practical guide. SAGE Publications, London.
Gu, Q., & Johansson, O. (2013). Sustaining school performance: school contexts matter. International Journal of Leadership in Education, 16(3), 301-326.
Harris, A., & Jones, M. (2018). Why context matters: A comparative perspective on education reform and policy implementation. Educational Research for Policy and Practice, 17(3), 195-207.
Keddie, A. (2012b). Refugee education and justice issues of representation, redistribution and recognition. Cambridge Journal of Education, 42(2), 197-212.
Knoblauch, H. (2005). Focused ethnography. In Forum qualitative sozialforschung/forum: qualitative social research (Vol. 6, No. 3).
Matthews, J. (2008). Schooling and settlement: Refugee education in Australia. International studies in sociology of education, 18(1), 31-45.
McIntyre, J., & Abrams, F. (2020). Refugee Education: Theorising Practice in Schools. Routledge. Rendón, M. G. (2014). Drop out and “disconnected” young adults: Examining the impact of neighborhood and school contexts. The Urban Review, 46(2), 169-196.
Rutter, J. (2006). Refugee children in the UK: McGraw-Hill Education (UK).
Sellar, S., & Lingard, R. (2014). Equity in Australian schooling: The absent presence of socioeconomic context. In S. Gannon & W. Sawyer (Eds.) Contemporary issues of equity in education. Newcastle upon Tyne, United Kingdom: Cambridge Scholars Publishing.
Sidhu, R., Taylor, S., & Christie, P. (2011). Schooling and refugees: Engaging with the complex trajectories of globalisation. Global Studies of Childhood, 1(2), 92-103.
Slee, R., Weiner, G. and Tomlinson, S. (eds) (1998) School Effectiveness for Whom? Challenges to the School Effectiveness and School Improvement Movements. London: Falmer
Thrupp, M., & Lupton, R. (2006). Taking school contexts more seriously: The social justice challenge. British journal of educational studies, 54(3), 308-328.
07. Social Justice and Intercultural Education
Paper
Potentializing the Refugee in Integration Work: Challenging the Internal Frontiers of What it Means to be Human
Trine Øland
University of Copenhagen, Denmark
Presenting Author: Øland, Trine
While mobility and migration is praised as part of successful EU-integration, the migration of human beings that are not EU-citizens are met with restrictive policies and vast reservations (Lemberg-Pedersen 2019). Within the national welfare states, asylum seekers and refugees are increasingly promoted only as assets for the host states, who invests in refugees’ human capital to stimulate growth and employment in industries and occupations in demand of labour power. Welfare workers in Denmark, such as social workers, social educators, nurses and schoolteachers, have since the 1970’s engaged in stimulating the refugee with reference to the welfare state’s social-liberal norms concerning self-sufficiency and the achievement of life quality, aiming to integrate and form the refugee within the existing capitalistic welfare society (Padovan-Özdemir and Øland 2022b, 100–127). Recently, Heba Gowayed, has constructed a theory of state-structured human capital (2022, 4) to study how Syrian refugees’ human capital “is augmented, transformed, or destroyed by national incorporation polices” in the US, Canada and Germany. But while Gowayed focuses on how different national policies either recognises and/or invests in one group of newcomers across three states, I will focus on how municipal integration workers have sought to transform and potentialize refugees in local communities and its different economies.
Integration work is predominantly about helping the refugees to become self-supporting, useful to society and independent of the municipality, and different policies, strategies and action plans are launched to make that happen. In this paper, I investigate how municipal integration workers engage with refugees in the name of integration and mandated by a range of policies within employment, social work, social education, schooling, youth activities, etc. I consider integration work as educational work with the intent of forming refugees as integrated citizens within the welfare nation state. The purpose of the paper is to gain knowledge about how the persons labelled as refugees are casted between refugeedom and being human in the host society (Gatrell 2016; Mandić 2022; Padovan-Özdemir and Øland 2022a).
The theoretical framework is based on refugee studies as well as anthropological history and post-migrant and post-human perspectives. From refugee studies, I recruit concepts of labelling and categorising practices which have proven fruitful to uncover how modes of ordering the refugee are complex and shifting and related to the institutions (e.g., NGOs, or governments) regulating the realities of the refugees in a space of legal, bureaucratic and social categories (Zetter 2007; Janmyr and Mourad 2018). From anthropological history, I borrow Ann Laura Stoler’s concept of interior frontiers to illuminate how the incorporation processes that the refugee go through takes place within interior frontiers (re)establishing social relations of inequality: subordination and superordination, insiders and outsiders, in evaluative and affective spaces through multiple attributes and sensibilities (Stoler 2022). Finally, I also include post-migrant and post-human perspectives from cultural studies and educational studies to challenge the hierarchical relations between insiders and outsiders to the Western nation state. Post-migrant perspectives seek to transcend the logic of a “migrantology” accounting for refugees and migrants perspectives and emphasise a post-migrant condition (Römhild 2017), while post-human perspectives also challenges the internal borders of what it means to be human by including epistemic disobedience to the category of the human and humanity (McKittrick 2015; Wynter 2003), and to Western Man and its foundation on “European colonisation, racialisation, and the dehumanisation of native and African peoples” (Zembylas 2022, 336).
The research question underpinning this paper is: How is the refugee potentialized within local communities’ integration practices, and how is the human casted within this affectively charged political rationality?
Methodology, Methods, Research Instruments or Sources UsedThe paper is based on narrative interviews with 30 municipal employees who receive and integrate refugees, and their reunited families, within the spheres of employment, social work, social education, schooling, youth activities, etc. The interviews were conducted from December 2021 to June 2022. The municipalities are investigated as organisations (Corvellec 2015; Phillips 1995). The employees are selected from six municipalities that differ in terms of political history, socio-geographical position, and approach to receiving refugees and organising integration processes. In the interviews, the employees are asked to tell about how they began working with integration, what their integration tasks are, how they assess the municipality’s development in relation to refugees, how they think it affects the social life of the municipality to have refugees, how the municipality makes sense of integrating refugees, how and why the approach to refugees may have shifted, how and why there may have been different points of view approaching refugees, and how refugees are thought of and how the challenge of refugees is conceived of.
Furthermore, the paper is based on documentary material collected in each municipality. The material consists of municipal integration policies and other relevant policies, counting documents regulating the municipal refugee economy, strategies and action plans, including also those that traverses the area of integrating refugees from general policy areas.
The material is analysed in two steps. First, descriptive analyses were made by summarising (1) the notions the integration workers used to describe the refugee, and the stories they told (2) about the interventions that were activated to integrate the refugee, (3) the driving actors in the integration processes, and (4) the municipalities’ and the local communities’ development in relation to receiving refugees. These first descriptive analyses were noted, and exemplified with quotes from the original transcripts, in tables with 4 columns and one entry for each document or interview. Second, another analytical reading strategy was constructed, energised by the theoretical framework’s interpretative strength. This reading strategy focussed on investigating how the refugee was potentialized within the interior frontiers of the local communities and their different economies, especially by close readings column 1 and 4 from the first descriptive analyses.
Conclusions, Expected Outcomes or FindingsThe paper is expected to expose a dynamic field of categories casting the refuge between, on the one hand, being an individual with an (often temporary) right to protection and care from the local community, and, on the other hand, being a potential labourer that must be ‘held active’ to fill whatever gaps there are at the bottom of a stratified post-industrial labour market. In this situation, long-term investments in education beyond language training, and recoveries from health issues, are hard to pursue for the refugee. However, the paper is also expected to exhibit subcategories of refugees, for instance portraying how Ukrainians, as opposed to Syrians or Eritreans, most often are thought of as ‘closer to us’ and therefore triggering administrative procedures that result in extra care and protection, e.g., understanding of their traumas to the extent that it may make them unable to work. Hence, a strong normalising practice focussing on work and bordering practices differentiating between social kinds seems to be in play.
The analysis will aim to disaggregate and dismantle this normalising practice and its self-affirming logic, making room for complexity and contradiction. One major task is to dismantle the economising logic, which seems to turn the refugee body into a potential asset for the productivity of the local labour market and for wealth and prosperity for the companies. Another task is to challenge the concept of the human that rests firmly within these logics, and instead point to being human as praxis, which may support new forms of care and welfare beyond Western Man’s shapeshifting refusal “to feel the pain of
others in their colonization and enslavement” (Zembylas 2022, 337).
ReferencesCorvellec, Hervé. 2015. “Narrative Approaches to Organizations.” In International Encyclopedia of the Social & Behavioral Sciences, 194–97. Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.73118-7.
Gatrell, Peter. 2016. “Refugees—What’s Wrong with History?” Journal of Refugee Studies, April, few013. https://doi.org/10.1093/jrs/few013.
Gowayed, Heba. 2022. Refuge: How the State Shapes Human Potential. Princeton: Princeton University Press. https://doi.org/10.1515/9780691235127.
Janmyr, Maja, and Lama Mourad. 2018. “Modes of Ordering: Labelling, Classification and Categorization in Lebanon’s Refugee Response.” Journal of Refugee Studies 31 (4): 544–65. https://doi.org/10.1093/jrs/fex042.
Lemberg-Pedersen, Martin. 2019. “Manufacturing Displacement. Externalization and Postcoloniality in European Migration Control.” Global Affairs 5 (3): 247–71. https://doi.org/10.1080/23340460.2019.1683463.
Mandić, Danilo. 2022. “What Is the Force of Forced Migration? Diagnosis and Critique of a Conceptual Relativization.” Theory and Society 51 (1): 61–90. https://doi.org/10.1007/s11186-021-09446-0.
McKittrick, Katherine. 2015. Sylvia Wynter: On Being Human as Praxis. Durham: Duke University Press. https://doi.org/10.1515/9780822375852.
Padovan-Özdemir, Marta, and Trine Øland. 2022a. “Denied, but Effective – Stock Stories in Danish Welfare Work with Refugees.” Race Ethnicity and Education 25 (2): 212–30. https://doi.org/10.1080/13613324.2020.1798375.
———. 2022b. Racism in Danish Welfare Work with Refugees: Troubled by Difference, Docility and Dignity. Routledge Research in Race and Ethnicity. Abingdon, Oxon; New York, NY: Routledge.
Phillips, Nelson. 1995. “Telling Organizational Tales: On the Role of Narrative Fiction in the Study of Organizations.” Organization Studies 16 (4): 625–49. https://doi.org/10.1177/017084069501600408.
Römhild, Regina. 2017. “Beyond the Bounds of the Ethnic: For Postmigrant Cultural and Social Research.” Journal of Aesthetics & Culture 9 (2): 69–75. https://doi.org/10.1080/20004214.2017.1379850.
Stoler, Ann Laura. 2022. Interior Frontiers: Essays on the Entrails of Inequality. New York: Oxford University Press.
Wynter, Sylvia. 2003. “Unsettling the Coloniality of Being/Power/Truth/Freedom: Towards the Human, After Man, Its Overrepresentation--An Argument.” CR: The New Centennial Review 3 (3): 257–337. https://doi.org/10.1353/ncr.2004.0015.
Zembylas, Michalinos. 2022. “Sylvia Wynter, Racialized Affects, and Minor Feelings: Unsettling the Coloniality of the Affects in Curriculum and Pedagogy.” Journal of Curriculum Studies 54 (3): 336–50. https://doi.org/10.1080/00220272.2021.1946718.
Zetter, Roger. 2007. “More Labels, Fewer Refugees: Remaking the Refugee Label in an Era of Globalization.” Journal of Refugee Studies 20 (2): 172–92. https://doi.org/10.1093/jrs/fem011.
07. Social Justice and Intercultural Education
Paper
Differential Participation and Exclusion in the Context of Current Forced Migration – Analyses in German Schools.
Ellen Kollender1, Dorothee Schwendowius2, Anja Franz2
1Rheinland-Pfälzische Technische Universität Kaiserslautern Landau, Germany; 2Otto-von-Guericke-Universität Magdeburg, Germany
Presenting Author: Kollender, Ellen;
Schwendowius, Dorothee
Current movements of forced migration to the European Union resulting from global crises and conflicts, e.g. the war in Ukraine, pose major challenges to schools in many European countries: As cross-border educational trajectories irritate the (still) primarily nation-state oriented school systems, students moving between school systems are likely to experience exclusion and marginalization (Massumi 2019). This applies in particular to students who have experienced forced migration (Schroeder/Seukwa 2018; Subasi Singh/Jovanović/Proyer 2023; Thoma/Langer 2022).
Although in Germany, as in other European countries, the presence of refugee students in the education system is not a new phenomenon, the presence of newly arrived children from war zones such as Syria and Afghanistan in the 2015/16 school year was predominantly met in the mode of “chronic surprise” (Castro Varela/Mecheril 2010: 37) in the education system.
With regard to current forced migration movements from Ukraine, practices, policies and administrative measures taken by EU member states to ensure inclusion and educational participation of children and youth differ to some extent from those in response to other and former forced migrations (European Commission 2022a, b). In Germany, as in other EU states, new measures include efforts to reduce bureaucratic obstacles for recruiting Ukrainian teachers, as well as providing opportunities for cross-border digital distance learning based on the Ukrainian curriculum (KMK 2022). Due to EU-regulations, residence status and mobility rules are also less restrictive for (most) refugees from Ukraine than for people from other non-EU Member States seeking refuge in the EU (Council Implementing Decision 2022).
These developments suggest that new natio-ethno-cultural demarcations are emerging in the context of the new forced migration from Ukraine to the EU, which may be linked with different opportunities and risks of educational participation for students, depending on their country of origin and (forced) migration history. Against this backdrop, we examine how schools in Germany currently respond to forced migration and which (new) forms of inclusion and exclusion are associated with this.
In our paper, we draw on preliminary results of our ongoing qualitative study which is currently carried out in ten secondary schools in two German federal states (Rhineland-Palatinate and Saxony-Anhalt). The study examines the approaches taken in these schools to accompany and support the educational trajectories of refugee children, against the backdrop of current political frameworks and state regulations. Moreover, it explores how (current and former) refugee movements are negotiated in schools, which practices of othering and differentiation become visible, and how education professionals reflect on diversified forms of schooling and different educational opportunities for refugee students.
In our paper, we present first findings from the analyses of guided qualitative interviews with school principals, teachers and social workers, focusing on the question of how secondary schools in Germany respond to current forced migration in the context of educational policies, and which (new) distinctions and inequalities emerge in this context.
Following on from existing studies that have revealed various structures and practices of institutionalized discrimination along various natio-ethno-cultural demarcations in schools, resulting from institutional routines, unquestioned expectations of normality, and professional cultural knowledge (e.g. Steinbach 2015), we aim to identify (old and new) patterns of differential participation and exclusion of students and associated natio-ethno-cultural demarcations in the context of forced migration. Moreover, we aim to highlight changes in school practice that have taken place since the refugee movements to Germany in 2015/16, as well as learning processes on the side of education professionals in schools, with regard to supporting educational transitions of (diverse) refugee students.
Methodology, Methods, Research Instruments or Sources UsedIn our ongoing qualitative study, we combine analyses of school-administrative frameworks with analyses of school practices and (experiential and interpretive) knowledge of pedagogic professionals.
To examine local school practices, as well as experiential and interpretive knowledge of pedagogical professionals, we have conducted guided interviews in ten public secondary schools which have received refugee students from Ukraine in recent months. In order to shed light on educational inequalities which are rooted in the segmented school system in Germany, our sample includes both grammar schools and comprehensive schools. Taking into account that perspectives on forced migration may differ between professional positions (Tom Diek/Rosen 2023), interviews have been conducted with school principals, teachers in regular classes, German-as-a-second-language-teachers, preparatory class teachers, and social workers. The professionals’ experiential and interpretive knowledge is understood as generated by the common experiential space of the school and shaped by the "conjunctive experiential space" (Mannheim 1980) of the professional milieu, as well as by biographical experiences and current socio-political discourses.
In order to gain insights into the policy frameworks and legal requirements for the schooling of refugee children and adolescents, we have analyzed selected policy documents on migration and integration, including regulations issued by education ministries and authorities in the federal states Saxony-Anhalt and Rhineland-Palatinate. In addition, guided interviews will be conducted with representatives of local school authorities to find out how current practice and changes in practice are explained, interpreted and legitimized. As part of this analytical framework, school practices and professionals’ perspectives will be related to current policy changes throughout the analyses, in order to capture the interplay of policy, pedagogical practice and professional knowledge, in which differential inclusion and exclusion of (diverse) refugee children and youth in schools take place.
Conclusions, Expected Outcomes or FindingsOur preliminary findings suggest that school practices have not changed for all 'refugee' students, but they have instead diversified. In the interplay with school administrative regulations, various local organizational and pedagogical practices have emerged through which refugee students are grouped, distinguished from each other and/or treated differently, e.g. in terms of different access to support measures for learning the German language. As reported by the teachers interviewed, in some cases the different treatment is voiced by the students in class and leads to tensions which teachers assume are difficult to address and discuss.
Furthermore, it becomes apparent that (new) distinctions result from differentiated assessments of students' performance orientation and their ascribed ambition to learn German. These assessments emerge in the context of political-administrative measures which focus on temporary, targeted language support measures for refugee students, in order to accelerate the acquisition of the German language. These measures correspond with (more general) educational policy goals of school efficiency (e.g. Gomolla 2021), while whole-school approaches to promote the participation of students with discontinuous transnational biographies (e.g. Schroeder 2018; Foitzik et al. 2019) remain marginal.
While discussions of exclusion in the context of forced migration have so far focused primarily on segregated school models (e.g. Cerna 2019), our analyses suggest that patterns of differential participation and exclusion are not solely due to segregated school models. Instead, they support the finding that diverse local pedagogical practices can lead to both inclusion in exclusionary educational settings and exclusion in inclusive contexts (Terhart/von Dewitz 2018; El Mafalaani/Jording/Massumi 2021). Moreover, it seems promising to discuss differential participation in the context of forced migration more broadly, taking into account local school structures and traditions, and their interplay with school-based administrative measures, educational policies and current migration discourses.
ReferencesCouncil Implementing Decision (EU) 2022/382. https://www.europeansources.info/record/council-implementing-decision-eu-2022-382-establishing-the-existence-of-a-mass-influx-of-displaced-persons-from-ukraine-within-the-meaning-of-article-5-of-directive-2001-55-ec-and-having-the-effect/ [20 Jan 2023]
Castro Varela, María do Mar/ Mecheril, Paul (2010): Grenze und Bewegung. Migrationswissenschaftliche Klärungen. In: Mecheril, Paul/ Castro Varela, María do Mar/Dirim, Inci/Kalpaka, Annita/Melter, Claus: Migrationspädagogik. Weinheim, 23-42.
Cerna, Lucie (2019): Refugee education: Integration models and practices in OECD countries. OECD Education Working Papers No. 203.
El Mafalaani, Aladin/Jording, Judith/Massumi, Mona (2021): Bildung und Flucht. In: Bauer, Ulrich et al. (eds.): Handbuch Bildungs- und Erziehungssoziologie. 2nd edition. Wiesbaden, 1-19.
European Commission (2022a): Supporting refugee learners from Ukraine in schools in Europe. Eurydice report. https://eurydice.eacea.ec.europa.eu/publications/supporting-refugee-learners-ukraine-schools-europe-2022 [20 Jan 2023].
European Commission (2022b): Policy guidance on supporting the inclusion of Ukrainian refugees in education: Considerations, key principles and practices. https://www.schooleducationgateway.eu/downloads/files/news/Policy_guidance_Ukraine_schools.pdf [20 Jan 2023].
Foitzik, Andreas/Holland-Cunz, Marc/ Riecke, Clara (2019): Praxisbuch diskriminierungskritische Schule. Weinheim.
Gomolla, Mechtild (2021): School reform, educational governance and discourses on social justice and democratic education in Germany. In Oxford Research Encyclopedia of Education.
KMK (2022): Beschulung der schutzsuchenden Kinder und Jugendlichen aus der Ukraine im Schuljahr 2022/2023. (Beschluss der KMK vom 23.06.2022)
Massumi, Mona (2019): Migration im Schulalter. Systematische Effekte der deutschen Schule und Bewältigungsprozesse migrierter Jugendlicher. Berlin / Bern / Bruxelles.
Schroeder, Joachim/Seukwa, Henri Louis (2018): Bildungsbiografien: (Dis-)Kontinuitäten im Übergang. In: von Dewitz, Nora/Terhart, Henrike/Massumi, Mona (ed.) (2018): Übergänge in das deutsche Bildungssystem: Eine interdisziplinäre Perspektive auf Neuzuwanderung. Weinheim, 141-157.
Schroeder, Joachim (2018): Von den Lebenslagen zum Schulprogramm – Schritte zu einer fluchtsensiblen Unterrichtsentwicklung. In: Schroeder, Joachim (ed.): Geflüchtete in der Schule. Vom Krisenmanagement zur nachhaltigen Schulentwicklung. Stuttgart, 215-239.
Steinbach, Anja (2015): Forschungen zu Sichtweisen von Lehrpersonen im Kontext der Schule in der Migrationsgesellschaft. Zur Konstruktion einer schulischen Nicht-Passung von Kindern und Jugendlichen mit Migrationshintergrund. In: Leiprecht, Rudolf/Steinbach, Anja (eds.): Schule in der Migrationsgesellschaft. Ein Handbuch. Schwalbach, 335-367
Subasi Singh, Seyda /Jovanović, Olja/Proyer, Michelle (eds.) (2023): Perspectives on Transitions in Refugee Education. Ruptures, Passages, and Re-Orientations. Opladen, Toronto.
Terhart, Henrike/von Dewitz, Nora (2018): Newly arrived migrant students in German schools: Exclusive and inclusive structures and practices. In: European Educational Research Journal, 7 (2), 290-304.
Thoma, Nadja/Langer, Phil (2022): Educational Transitions under Conditions of Insecurity. Youth Biographies in Afghanistan and Austria. In: Social Inclusion 10 (2), 302-312.
Tom Diek, Fenna/Rosen, Lisa (2023): Before, in or after transition? On becoming a ‘mainstrem student’ in Germany and Italy in the context of new migration. In: Subasi Singh, Seyda et al. (eds.): Perspectives on Transitions in Refugee Education. Ruptures, Passages, and Re-Orientations. Opladen, Toronto, 161-174.
|
