MIPEX measures policies to integrate migrants in 25 EU Member States
and three non-EU countries. It uses over 140 policy indicators to create
a rich, multi-dimensional picture of migrants’ opportunities to participate
in European societies.
Taking that research as its starting point, and creating new knowledge
over the course of five years of rigorous work, the research project
INCLUD-ED Strategies for inclusion and social cohesion in Europe from
education (2006-2011)2 aims to identify successful actions that
contribute to school success and social inclusion at the level of
compulsory education (pre-primary, primary, and secondary
education, including vocational and special education programmes
within regular schools) with a particular focus on five vulnerable
groups (women, youth, migrants, cultural groups and people with
The debate has been intensive in the media, in political forums as well as in scholarly circles. In policy terms, the main conclusion drawn from such debates has been that multicultural policies have failed and that a return to an assimilationist approach (emphasising national culture and values) is desirable. The Netherlands for instance that had been a forerunner in multicultural policies since the 1980s has shifted, at least at the symbolic level, towards such a view establishing integration courses for newcomers to the Netherlands and a civic integration test to be undertaken by prospective migrants before departure from their country of origin (Ter Wal, 2007; Vasta, 2007).
The aftermath of 9/11 and the corresponding rise of global militarism
and imperialism have had deep consequences for the
realities of Muslims around the world. The reemergence of
Orientalist representations have provided the ideological justifications
for military incursions. This short reflective article outlines
the challenge that critical educators faced in developing an
epistemological and pedagogical framework and resources for
anti-Islamophobia education in response to the resurgence of
neo-Orientalist politics and representations.
The background and academic articles help to contextualise this phenomenon, but the main thrust of the book is on educational practice and how schools, teachers, and students are coping with the stereotypes, prejudices and discrimination that are building up against Islam and its followers.
The current influx of new immigrant groups, some of whom also have relatively high rates of birth, will fuel continued growth in the number of students who enter school with little or no English proficiency and whose cultural and educational backgrounds may not correspond to the norms and expectations they encounter when they start formal schooling.
Students face frustration and varying standards in making leap from specialized classes to mainstream. According to statewide test results released in February, 44 percent of California students who are learning English achieved proficiency in the language. But less than 10 percent have been reclassified by their schools as being fluent enough in English to keep up with the academic demands of learning math, science, and other subjects in English.
The Policy Research Center on Equal Opportunities (PRCEO), a partnership between the University of Antwerp (UA) and Hasselt University (UHasselt), cordially invites scholars from various disciplines and approaches to participate in this conference.
Immigration should not be seen as an «easy»
short-term way of avoiding the politically difficult
reform of Europe’s fundamental longterm
economic problems: low official retirement
ages, excessive early retirement, very
long degree courses, low workforce participation
of women and immigrants, high levels
of unproductive bureaucracy, and rigid labour
laws which inhibit conventional labour recruitment.
Home not Home is a unique artistic co-operation between big and small players. Intercult, Riksteatern, Riksutställningar, Re:Orient and Sprong have joined together to create new frames of references on the art scene through intense women’s stories and focus on identity.
Like many school systems worldwide, US schools are being altered by steady high flows of newcomers as children of immigrants tripled their share of the K-12 student population between 1970 and 2000. The LEP student population rose between 1993 and 2003 by 84 percent while the overall student population rose 12 percent. These LEPs are highly concentrated in a few urban schools that are highly minority, low income, and disproportionately likely to fail federal standards.
In this paper we assess the differences between immigrant and native pupils’ educational performance
in Spain using data from the Programme for International Student Assessment (PISA). We find that
immigrant pupils perform substantially worse than native pupils in all domains analyzed by PISA.
Around half of this gap can be attributed to the differences in observable parental socio-economic
characteristics. Between 4 and 20 % of the gap can be explained by schools’ fixed effects, which
capture mainly the existence of differences in the average parental education of peers across schools.
Immigrants tend to perform relatively worse in those areas where segregation is higher. Finally, we
observe that immigrants’ performance tends to improve the longer they stay in Spain.
The first event of the European Year 2008 flagship project Diversidad. It will feature seminars on topics such as language barriers in Europe and the uniting role of music.
Moroccan parents also think that schools are concerned too much in upbringing and too little in what they are supposed to do. Schools have the impression that Moroccan parents couldn’t care less if their children learn something at school, due to the fact that they never attend parent-teacher meetings.
The aim of this report is to convey the main points of a training seminar organised in close co-operation with the UNHCR, Representation in Strasbourg, it brought together young forcibly displaced persons and other young people working in their favour.
For the children of these immigrants, there is a high degree of commonality in their starting positions and in their outcomes, at least as of the moment when they leave the school system: They are the children of immigrant parents who have themselves very low levels of education, and they enter complex educational systems in economically advanced societies, where labor market position is determined largely by educational credentials and experiences.
"The Children of Immigrants in Schools" is a three-year research and fellowship program designed to improve our understanding of the role of educational institutions and policy in the integration of children of immigrants and to train a cohort of young scholars to conduct international comparative research.
Aside from primary language and cultural differences as well as differences caused by the varying socio-economic conditions for different groups, discriminatory practices and unequal power relationships between the majority populations and minority groups negatively influence the educational attainment of minorities.
The author addresses the migration problems of the countries on the northern shore of the Mediterranean and the immigration countries of the European Union, which recruit labour from the southern shore
The TIES project is a collaborative and comparative research project on the descendants of immigrants from Turkey, Ex-Yugoslavia and Morocco in eight European countries (Austria, Belgium, France, Germany, the Netherlands, Spain, Sweden and Switzerland). The ”second generation” refers to those children of immigrants who were actually born in the receiving country, and having followed their entire education there.
Globalization brings people and cultures together, producing, in addition to deep and rich encounters, exclusion, racism, xenophobia and asymmetries. The present book takes these issues implicitly as its starting point by thoroughly reflecting on them from a perspective of worldviews, as one of many approaches.