ABSTRACT
Based on empirical observation of interactions involving migrant background children and non-migrant background children across several countries, this chapter discusses excerpts from classroom interaction that illustrates successful ways to support hybrid integration in the education system. This chapter therefore addresses the facilitation of children’s agency, displayed as authorship of knowledge in classroom interactions. In particular, the chapter focuses on the facilitation of children’s agency in primary and secondary schools. The chapter discusses how different forms of facilitation, or different phases of the same process of facilitation, can be underpinned by the combination of several actions. CHILD-UP supports work with children orientated to enhancing dialogue, agency, and hybrid integration in multilingual and multicultural contexts. Different forms of facilitation, as illustrated by the selected excerpts, can produce different narratives, and have an important impact on children’s agency. Whilst activities based on the tools produced by CHILD-UP are intended for migrant children, data strongly suggest that they can benefit all children, since all children can benefit from the promotion of agency in the most important contexts of their social experiences.
