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91.
The European Union (EU) plays a dominant role in coordinating the responses to the massive inflow of refugee-migrants into Europe; consequently, the conceptions of citizenship and future integration which are embedded in its policies are significant. We explore and analyse the key EU education policy documents that refer to immigrants to identify the forms of citizenship attributed to various types of incomers by the EU. Our analysis demonstrates that the EU’s conception of refugee-migrants is more closely affiliated with the notion of ‘Global citizens’ rather than with that of ‘European citizens’. Furthermore, we suggest that the EU distinguishes and navigates between various migratory flows, namely internal-European, desired external-European and undesired external-European (refugee-migrants), each associated with a distinctive conception of citizenship as well as with related policy discourses. In the light of the migratory flows into Europe, the particularistic conceptions of citizenship shaping the EU’s educational policy carry considerable implications for the future integration of refugee-migrants in Europe. 相似文献
92.
Noorfarah?MeraliEmail author 《International journal for the advancement of counseling》2005,27(3):345-357
This study aimed to assess the role of perception in shaping family realities. Using the multiple case study approach, six
Central American refugee parent-adolescent dyads who underestimated intergenerational differences in acceptance of cultural
change were interviewed about the nature of the parent-adolescent relationship after migration. Qualitative analysis of their
interview responses revealed that their family experiences were characterized by positive affect, high cohesion, and collaborative
problem-solving processes involving open communication and mutual respect in response to the cultural transition process.
These family experiences stand in direct contrast to those reported when culture clashes are realized, suggesting that the
participants' appraisals of their situation represent positive illusions. The counselling option of non-intervention is discussed. 相似文献
93.
刘华 《昭通师范高等专科学校学报》2007,29(1):49-52
东汉末年,政治腐败,社会矛盾尖锐。中平元年爆发的黄巾起义以及随后的军阀割据与混战,再加上天灾,导致了南阳、三辅出现流民并有一部分涉入益州,是为“东州人”。这股流民入蜀后,与益州统治者刘焉、刘璋相互利用,对益州政局产生重要影响。 相似文献
94.
Refugee children are often admitted into schools having experienced traumatic events. The impact of trauma on children has been well documented and these children frequently have complex needs. The Devon Behaviour Support Team (BST) has offered Art Workshops to schools to support children with social, emotional and behavioural difficulties and refugees in their transition into schools in England. Self‐esteem and social interaction were measured by observations and qualitative assessment techniques over a period of six months for six refugee children from four Art Workshops. The results of the study show overall positive development in the children's confidence and reflect their increasing skills in social interaction within the classroom. The study also highlights the refugee children's attitudes to the art process and their responses to materials and requests. 相似文献
95.
The ascendency of neoliberal ideas in education and social policy in the 1980s and 1990s was succeeded in the new millennium by a ‘new’ social democratic commitment with emphases on community empowerment, building social capital and a ‘whole of government’ approach to partnering with civil society to meet community needs. In Australia, this approach has resulted in the development of partnerships between schools and community organisations formed as part of a targeted, holistic approach to service delivery to meet the settlement and educational needs of refugee youth. Drawing on interviews conducted with community workers and government officers involved in the school–community partnerships, we document how these partnerships are working ‘on the ground’ in Queensland schools. We analyse our findings against the international literature on changing notions of neoliberal governance, and discuss the implications of the shift to the ‘partnering state’ for schools and community organisations working with refugee young people. 相似文献
96.
John S. Butcher Jane S. Townsend 《International journal of qualitative studies in education》2013,26(7):829-856
Newly arrived from Cuba, Angelica, Dora, Marina, and Damaris attempted to negotiate new surroundings and immigrant identities, building a sense of home for themselves and their families. Data from qualitative interviews, classroom observations, and focus group conversations revealed hopes that by acquiring English language skills, they would improve their quality of life in their new country. Struggles included personal factors situated in their pasts in Cuba and their new surrounds in the Miami Cuban exile enclave, contexts that were further complicated by uncertain expectations of new lives in Miami and the overwhelming task of learning a new language at a local adult education center. The women negotiated pressure from spouses, assisted children in Cuba, pondered uncertainties of crossing cultural and linguistic borders, and anticipated eventual acceptance within the greater English‐speaking society. The women’s individual luchas (struggles) and English language learning efforts were tempered by their dreams for their children and themselves. 相似文献
97.
In response to the task of designing curriculum that helps youth engage thoughtfully with digital stories of human rights violations, the authors articulate the central tenets of a pedagogy of listening that draws upon elements of oral history, concepts of witnessing and testimony, the work on listening of Dewey, Freire and Rinaldi and the philosophy of listening. These tenets are explored in relation to the five curricular units for secondary schools that they produced as part of a large oral history project that documents the life stories of Montrealers displaced by war, genocide and other human rights violation. The pedagogy of listening aims to: promote more democratic relations, build a listening community and foster close and attentive listening, develop an ethics of listening, support critical reflexive practice and movement towards social action, explore the multitude of listenings, explore listening as curation and foster students’ historical imaginations. 相似文献
98.
This paper considers Judith Butler’s discussion of the intersections between governmentality and sovereign power in Precarious life: the powers of mourning and violence. We consider this interrelationship with a view to considering how this might enable us to expand our understanding of contemporary discourses governing young people within and outside Australia. In particular we focus on the production of groups of young people, such as those classified as ‘illegal immigrants’ who may be situated outside the frame of ‘public good’ or the ‘private interest’. This enables for a theorisation of the lives of groups of young people who may ‘have no definitive prospect for a re‐entry into the political fabric of life, even as one’s situation is highly, if not fatally, politicized’. It is questionable whether the Foucauldian notion of governmentality gives sufficient account of the lives of these young people whose conduct is effectively considered irrelevant by the State. As educators, it is arguable that we have an ethical imperative to encourage our students to care for themselves, and for others, especially those others whose lives have been ‘fatally politicized’. 相似文献
99.
Siân Roberts 《Paedagogica Historica: International Journal of the History of Education》2017,53(3):300-317
AbstractDuring the 1930s and 1940s art increasingly came to be used as a therapeutic tool with children who were perceived as damaged by their experiences of war or displacement. This article explores two related exhibitions – Children’s Art from All Countries (1941) and The War as Seen by Children (1943) – which provided a platform for children’s impressions and experiences of war as seen through their drawings, whilst also raising money and awareness for refugee children’s causes. Although supported by an influential network of British educators and cultural figures, the exhibitions were conceived and organised by displaced German, Austrian, and Czech artists and cultural educators who were members of the Free German League of Culture in London during the Second World War. The exhibitions are considered as sites of educational and political interventions by adult refugees in the context of therapeutic interventions with refugee children in British educational settings. In so doing, this article argues that the exhibition organisers conceived of cultural and creative learning as a transformative vehicle for supporting and re-forming personal identities, and for the re-imagining of collective democratic futures. 相似文献
100.
There is considerable evidence that parents/guardians play an important role in their children's education. The supportive behaviours of parents have important implications for children's learning. However, most research in this area has focused primarily on the perspectives of school leaders, teachers and parents. One area that thus remains relatively under-studied is student perspectives on what constitutes beneficial parental supports. This research explores two case studies: one with primary school students, the other with secondary students. Both studies interviewed students from former-refugee and non-English speaking backgrounds who had recently settled with their families in Australia. The students were asked to reflect on supportive behaviours of their parents/guardians relating to their education. Findings suggest that despite many barriers, parents demonstrated high levels of support for their children's education. By foregrounding student voice, this study identifies several types of parental behaviours that students find most helpful for effective learning. These include: affirmation, role-modelling, backup supports, conversations and discussions, encouragement and advice, and decision-making and problem-solving. Students’ responses suggest that slightly different sets of behaviours may be required at primary and secondary levels. This study highlights the types of supportive parental behaviours which schools could encourage, to help parents maximise the impacts of their supports for students, so these students are enabled to achieve effective learning and—more broadly—educational and career aspirations. 相似文献