Global Migration and Education makes a notable contribution to understanding the issues faced by immigrant children, their parents, and educators as they interact in school settings, and to identifying the common challenges to, and successes in, educational institutions worldwide as they cope with these issues. Global in scope, there are chapters from 14 countries. It will help educators and others involved in these complex processes to see beyond the notion of problems created and experienced by recently arrived young children. Rather, this volume provides many concrete suggestions deriving from the success stories and voices of teachers, parents, and students. It also offers evidence that diversity can be a condition for learning that, when understood, embraced, and supported, leads to rich learning opportunities for all involved that would not exist without diversity. All of the authors offer recommendations about educational policy and practices to address and ultimately improve the education of all children, including immigrant children.
The book is organized around five themes:
*Multiple Global Issues for Immigrant Children and the Schools They Attend;
*They Are Here: Newcomers in the Schools;
*Views and Voices of Immigrant Children;
*Far from Home With Fluctuating Hopes; and
*Searching for New Ways to Belong.
Intended for researchers, students, school professionals, and educational policymakers and analysts around the world in the fields of multicultural education, child psychology, comparative and international education, educational foundations, educational policy, and cross-cultural studies, this book is highly relevant as a text for courses in these areas.
Table of Contents
Contents: Preface. L.D. Adams, A. Kirova, Introduction: Global Migration and the Education of Children. Part I: Multiple Global Issues for Immigrant Children and the Schools They Attend. Introduction to Part I. C. Horst, A. Holmen, Bringing Multicultural Education Into the Mainstream: Developing Schools for Minority and Majority Students. L. Herwartz-Emden, D. Küffner, J. Landgraf, Acculturation and Educational Achievement of Children With an Immigrant BackGround in German Primary Schools. R. Blanco, Y. Takemoto, Inclusion in Schools in Latin America and the Caribbean: The Case of Children of Haitian Descent in the Dominican Republic. B. Kumar, M. Wandel, Nutritional Challenges Among Immigrant Children and Youth in Norway. Part II: They Are Here: Newcomers in the Schools. Introduction to Part II. L.D. Adams, K.M. Shambleau, Teachers', Children's, and Parents' Perspectives on Newly Arrived Children's Adjustment to Elementary School. D. Roer-Strier, R. Strier, The Role of Home and School in the Socialization of Immigrant Children in Israel: Fathers’ Views. E.L. Vidali, L.D. Adams, A Challenge of Transnational Migration: Young Children Start School. Part III: Views and Voices of Immigrant Children. Introduction to Part III. N. Rao, M. Yuen, Listening to Children: Voices of Newly Arrived Immigrants From the Chinese Mainland to Hong Kong. A. Kirova, M. Emme, Immigrant Children’s Understandings of Nonverbal Peer Interactions Through the Development of Visual Narratives. L. de Block, Talking Television Across Cultures: Negotiating Inclusion and Exclusion. A. Kirova, Moving Childhoods: Young Children's Lived Experiences of Being Between Languages and Cultures. Part IV: Far From Home With Fluctuating Hopes. Introduction to Part IV. A. Farrell, Transnational Displacement of Children: An Australian Perspective. J. Szente, J. Hoot, Exploring the Needs of Refugee Children in Our Schools. G. Li, Crossing Cultural Borders in the United States: A Case Study of a Sudanese Refugee Family’s Experiences With Urban Schooling. D.M. Dachyshyn, Refugee Families With Preschool Children: Adjustment to Life in Canada. Part V: Searching for New Ways to Belong. Introduction to Part V. M. Ebbeck, V. Reus, The Experiences of Third-Culture Children. H. Fabian, C. Roberts, Children in Transition: Learning to Become Global Citizens. E. Ömeroglu, A. Kandir, L.D. Adams, The Social Adaptation and Skills of Migrant Children Attending Primary School in Turkey. Z. Yan, W-X. Bing, Community-Based Education for Children of Migrant Peasant Workers. A. Kirova, L.D. Adams, Lessons Learned and Implications for the Future.
"This book could easily be included in the reading lists for university courses such as a comparative education, educational policy, and immigrant education, and could be a useful resource for teacher education, professional workshops, and policy makers."
—Zvi Bekerman, Hebrew University of Jerusalem
"The thought-provoking studies presented in Global Migration and Education provide an international perspective on the experiences of immigrant children and the school they attend." –Gail Shervey, International Migration & Integration (2008)
"Global Migration and Education: Schools, Children, and Families is a collection of 19 studies from 14 countries and 29 authors. It reflects an extraordinary understanding of the complexities that new immigrant and refugee children around the world face in school in their host countries...Although its focus is on preschool and elementary immigrant children and their families, application can easily be made for children of all ages and grades."--Karen Loerke, Alberta Journal of Educational Research Summer 2009, Volume 55.2