Integration of migrant children in Slovenian schools (<i>La integración de los niños migrantes en las escuelas eslovenas</i>)

Medarić, Zorana; Sedmak, Mateja; Dežan, Lucija; Gornik, Barbara

doi:10.1080/11356405.2021.1973222

Cited by 8 publications

(15 citation statements)

References 25 publications

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“…The documents are based on a comprehensive approach to the integration of migrant children in schools and set targets that stem from gaps identified in the field and, more importantly, address all relevant elements and actors, i.e., teachers, policy makers, the local and national community, language support, school curricula as well as migrant parents. However, these policy documents are not successfully implemented in practice and there is still a significant gap between existing policy documents and daily practice in Slovenian schools (see also Dežan and Sedmak, 2020;Medarič, 2020;Medarić et al, 2021). The analysis has also shown that non-binding policy documents do not provide satisfactory results.…”

Section: Discussionmentioning

confidence: 99%

“…However, there is a significant gap between the existing policy documents and the everyday practices in Slovenian school. One of the main problems is that the documents are not binding and there are significant differences in their implementation across schools (see also Dežan and Sedmak, 2020;Medarič, 2020;Medarić et al, 2021).…”

Section: Documents and Guidelinesmentioning

confidence: 99%

“…As reported in the Eurydice report, Slovenian policy puts emphasis on the potential of parents to contribute to the physical, cognitive, social, and emotional development of their children as well as to address any psychosocial difficulties (European Education and Culture Executive Agency, Eurydice, 2019: 26). However, as studies show, there are significant discrepancies between what is envisaged in policy and what is implemented in school practice (Dežan and Sedmak, 2020;Medarić et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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What about the family? The role and meaning of family in the integration of migrant children: Evidence from Slovenian schools

2022

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Based on field research in Slovenian schools, the article examines the role of the family in the integration process of migrant children. While migrant children perceive the family as the most important factor influencing their overall well-being and life satisfaction, research shows that parents of migrant children are often not involved in school activities and life. The article explores how the role of parents in the integration process of migrant children in the school environment is understood at the policy level and how it is perceived by migrant children and the educational community. It also explores what are the main barriers to the involvement of migrant parents in schools and what are the existing practices and experiences in Slovenian schools. The analysis is based on qualitative research in Slovenian schools with children and the educational community conducted as part of the Migrant Children and Communities in a Transforming Europe (MiCREATE) project.

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Section: Discussionmentioning

confidence: 99%

Section: Documents and Guidelinesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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What about the family? The role and meaning of family in the integration of migrant children: Evidence from Slovenian schools

2022

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“…Das Land beteiligt sich an europäischen Initiativen, die sich mit der Frage von Interkulturalität und der Integration von zugewanderten Kindern in Europa und in slowenischen Schulen befassen, zum Beispiel am Horizont-2020-Forschungs-und Innovationsprojekt ‚Migrant Children and Communities in a Transforming Europe' (MiCREATE). Das übergeordnete Ziel des Projekts war die Förderung der Integration verschiedener Gruppen von zugewanderten Kindern durch einen kinderzentrierten Ansatz für ihre Integration auf Bildungs-und Entwicklungsebene (Medarić et al, 2021).…”

Section: Der Slowenische Migrationskontextunclassified

Internationale Lehrkräfte für die Schule von morgen. Chancen und Herausforderungen des beruflichen Wiedereinstiegs internationaler Lehrkräfte in ausgewählten europäischen Ländern

2023

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Die weltweiten Migrationsbewegungen spiegeln sich auch in den Klassenzimmern wider. Der berufliche Wiedereinstieg von zugewanderten Lehrkräften mit und ohne Fluchthintergrund wurde jedoch lange Zeit vernachlässigt. Diesem Thema widmet sich der vorliegende Band, der im europäischen Projekt „International Teachers for Tomorrow’s School“ (ITTS) entstanden ist. In sieben Länderbeiträgen werden die Chancen und Herausforderungen des beruflichen Wiedereinstiegs in Belgien, Deutschland, Griechenland, Island, Polen, Slowenien und der Türkei beleuchtet – in einigen Ländern wurde damit Neuland betreten. Dabei wird aufgezeigt, welche Rahmenbedingungen den beruflichen Neufang begünstigen, herausfordern oder verhindern. Darüber hinaus werden die Ergebnisse der länderübergreifenden ITTS-Studie vorgestellt, die hohe Zufriedenheitswerte bei jenen Lehrkräften zeigt, denen der Wiedereinstieg trotz vieler Hürden gelungen ist. Abschließend werden die Erkenntnisse des Projekts zu einer Reihe von Hinweisen und Empfehlungen verdichtet.

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“…When inflow countries cannot provide effective integration education for immigrant children, it becomes difficult for them to integrate into urban society. At the same time, they struggle with relationships, mental health, and self-identity as they integrate at school [ 6 ]. Zlobina et al (2006) surveyed 518 first-generation immigrants living in Spain and found that perceived social discrimination demonstrated a significant positive prediction effect on the acculturation dilemma of immigrant children.…”

Section: Introductionmentioning

confidence: 99%

Association between Urban Educational Policies and Migrant Children’s Social Integration in China: Mediated by Psychological Capital

Yang

et al. 2023

IJERPH

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China’s urban educational policies have been established to solve the problems of potential discrimination and inequitable access to education, disrupting migrant children who move from rural areas to urban cities and who tend to suffer from a range of mental health issues. However, little is known regarding how China’s urban educational policies affect migrant children’s psychological capital and social integration. This paper aims to explore the effect of urban education policies on improving migrant children’s psychological capital level in China. The second objective of this paper is to examine whether policies can encourage them to integrate into urban society in a positive way. This paper thoroughly analyzes the impact of China’s urban educational policies on three dimensions of social integration of migrant children (identification, acculturation, and psychological integration), and also verifies the mediating effects of psychological capital on the relationships between these variables. The subjects of this study are 1770 migrant children in grades 8–12, who are sourced from seven coastal cities in China. Multiple regression analysis and mediation effect tests are employed to analyze the data. This study reveals that migrant children’s identification with educational policies has a significant positive impact on their psychological capital. Psychological capital has partial mediating effects on the relationship between identification with educational policies and the three dimensions of social integration. In other words, identification with educational policies indirectly affects the process of social integration of migrant children through psychological capital. Based on this, for the purpose of promoting the positive impacts of educational policies of inflow cities on the social integration of migrant children, this study makes the following recommendations: (a) at the micro-level, the psychological capital of individual migrant children should be enhanced; (b) at the meso-level, the partnerships between migrant children and urban children should be taken seriously; and (c) at the macro-level, the urban educational policies related to migrant children should be improved. This paper not only makes policy recommendations for improving the educational policies of inflow cities, but also offers a Chinese perspective on the research related to the tricky issue facing all countries around the world, the social integration of migrant children.

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Integration of migrant children in Slovenian schools (La integración de los niños migrantes en las escuelas eslovenas)

Cited by 8 publications

References 25 publications

What about the family? The role and meaning of family in the integration of migrant children: Evidence from Slovenian schools

What about the family? The role and meaning of family in the integration of migrant children: Evidence from Slovenian schools

Internationale Lehrkräfte für die Schule von morgen. Chancen und Herausforderungen des beruflichen Wiedereinstiegs internationaler Lehrkräfte in ausgewählten europäischen Ländern

Association between Urban Educational Policies and Migrant Children’s Social Integration in China: Mediated by Psychological Capital

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