ABSTRACT
This chapter presents the concluding thoughts of this thesis. It summarises the empirical findings with regard to the overall research question of the study: what kind of education and school experiences do migrant children have after they have enrolled in state (or quasi-state) schools? The first section discusses the quality and outcome of urban schooling for migrant children in migrant majority state school and low-cost quasi-state schools. The second section explores to what extent the objectives of social justice have been achieved in the policy and practice of migrant children’s schooling. The third section examines the structure and reproduction of power relations invested in and realised through the policy and practice of migrant children’s schooling, in the forms of cultural imperialism and reproduction of socio-economic status of migrant families. The fourth section then proposes the strategies for progressive changes with regard to three core dimensions of educational quality in the migration context, namely, accessibility, equivalence and responsiveness. The fifth section discusses what this book did not do in terms of its analytical scope and proposes and provides good starting points for future research.
