Global Migration and Diversity of Educational Experiences in the Global South and North: A Child-Centred Approach

Description

This book presents a child-centred approach to migrant children’s experiences in education. Using a decolonising framework, the book interrogates the diversity of migrant experiences in the global South and North. The book brings together researchers and practitioners from education, childhood studies, sociology, and linguistics to debate and theorise key methodological and empirical issues in migrant children’s experiences through education. It focuses on how diverse forms of global mobilities are key to transforming educational experiences of children and considers the interplay of class, race, gender, geography, and learning settings. By doing so, the book uncovers particular challenges for addressing sustainable development goals relating to education and inclusive development. Diversifying the study of migration and development, the book challenges the Eurocentrism of the discipline and contributes to ongoing efforts to liberate the field from labels and discourses that further marginalise migrant children. Using an intersectional and decolonising approach to address an important gap in the diversity of migrant experiences, the book will be of great interest to researchers, scholars, and students in the field of migration studies, sociology of education, intercultural education, and international development. Cover Half Title Series Page Title Page Copyright Page Dedication Table of Contents List of Figures List of Tables List of Abbreviations List of Contributors Acknowledgements Foreward: Thinking Researchers’ Positionalities about the Other and Opening to a Decolonised Research Gaze 1 Introduction Part I: Methodological, Conceptual, and Ethical Considerations in Child-Centred Migration Studies 2 Research with Migrant Children from Countries of the Global South: From Ethical Challenges to the Decolonisation of Research in the Sensitive Contexts of Modernity 3 Reflexive Narrative on Identity and Exclusion of the Zimbabwean Child in the Diaspora: ‘The Odd-Looking Fellow’ 4 Critical Decolonial Interculturality as a Tool to Analyse Best Practices of Inclusion Centred on Migrant Children in a Multi-ethnic Territory of São Paulo City during the COVID-19 Pandemic Part II: Intersectional Inequalities, Racism, Stereotypes, and Discrimination of Migrant Pupils 5 ‘Othering’ and Integration of Migrant Children and Young People of Albanian Ethnic Origin: Evidence from Slovenian Schools 6 Online Learning during a Pandemic and its Impact on Migrant Children in Manchester, UK: “When the School Closed…and being Isolated at Home I Feel Like My Heart is Closed” 7 Impact of the Pandemic on Refugee Education in Greece Part III: Well-being of Children in Migration Processes: Case Studies 8 A Profile of Well-Being among Children of Kerala Migrants: Growing Up, Left Behind 9 What do We know About Migration and the Role of Education in Migration? The Case of Uzbekistan 10 African Migrant Children’s Experiences in South African Schools 11 A Comparative Study of Language Learning Barriers of German Refugee and Cyprus Migrant Children 12 Conclusion: Working towards a Hopeful Future through Child-centric Migration Studies Perspectives Index