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].

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

Promoting Inclusive Systems for Migrants in Education

chapter Chapter 2|22 pages

Beyond Imperialistic Borders and Family Separation in the United States as Stock Story

Toward an Expansive Politics of Belonging for Migrants and Immigrants

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

Parents' and Teachers' Perspectives and Practices of Supporting Bilingualism for Chinese–Canadian Children

chapter Chapter 4|21 pages

Promoting More Equitable Post-School Transitions

Learning from the Experiences of Migrant Youth in England

chapter Chapter 7|17 pages

Becoming Japanese (Only) in Transnational Spaces and Systems

A Narrative Inquiry of Familial Language Ideology of Japanese–Vietnamese Mixed-Heritage Students

part III|78 pages

Initial Teacher Education Reform to Promote Inclusive Systems in Education

chapter 142Chapter 8|21 pages

Creating Pathways for Cultural Inclusion

Informal Learning and Teacher Education in Hong Kong

chapter Chapter 10|24 pages

Editors' Conclusion

Multidimensional Issues of Agency and Relational Space for Migrants for Inclusive Systems in Education and Beyond