ABSTRACT
This novel contribution examines the lived experiences of migrants in education in various international contexts, exploring common school system features that promote students’ inclusion and challenge their exclusion.
With a range of international contributions and case studies from Canada, the US, Hong Kong, Japan and Europe, the book offers critical, theoretically innovative understandings examining national policies and practices to develop reforms, focusing on agency, heterogeneity and systems of relational spaces for migrant youth. Chapters engage with discussions around differentiated needs of marginalised and vulnerable groups, as well as the importance of superdiversity in studying and developing inclusive systems for migrant youth in education.
Offering unique insights, the book outlines a framework for the promotion of inclusive school systems that ultimately look to create quality learning environments that prevent discrimination, and support students’ holistic needs. It will be of great interest to researchers, academics and postgraduate students in the fields of sociology of education, philosophy of education, psychology of education, teacher education and social policy.
Chapter 4 of this book is freely available as a downloadable Open Access PDF at https://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license. This work was supported by an Economic and Social Research Council [grant number ES/S015752/1].
TABLE OF CONTENTS
part I|42 pages
Theoretical Interrogations of Inclusive Systems, Critical Race Theory, Critical Space Theory and Superdiversity for Supporting Migrants in Education
chapter 2Chapter 1|18 pages
Editors' Introduction
chapter Chapter 2|22 pages
Beyond Imperialistic Borders and Family Separation in the United States as Stock Story
part II|98 pages
Inclusive Systems for Superdiversity, Lived Experiences and Voices of Migrants and Families
chapter 44Chapter 3|21 pages
Towards an Inclusive Language Education System in the Age of Superdiversity
chapter Chapter 4|21 pages
Promoting More Equitable Post-School Transitions
chapter Chapter 6|20 pages
Teachers' Narrations on Working with Refugee Youth in a Smaller Centre in Canada
chapter Chapter 7|17 pages
Becoming Japanese (Only) in Transnational Spaces and Systems
part III|78 pages
Initial Teacher Education Reform to Promote Inclusive Systems in Education