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Abstract: Adolescents present a relevant stakeholder in international migrations since they comprise a large share of all migrants. Previous studies show that migration processes significantly affect the well-being of migrant adolescents. This article investigates how the school environment, with its pedagogical practices and interpersonal relationships established between migrant adolescents, their classmates, and teachers, affect migrant adolescents’ well-being. Our research draws on quantitative data collected as part of the MiCREATE project. The sample of migrant adolescents (N = 700) was surveyed in 46 schools in six countries: Austria, Denmark, Slovenia, Spain, Poland, and the United Kingdom. Results indicate that migrant adolescents like school and feel safe there, however, they tend to be more satisfied with relationships established with teachers than with peers. Furthermore, differences in self-perceived school well-being emerge when comparing countries with a longer tradition of high migration flows (Spain, Denmark, and the United Kingdom) and those less experienced (Poland and Slovenia), although slight exceptions were detected. The results lead to the conclusion that schools that foster intercultural education and fulfilling interpersonal relationships are essential for school well-being of migrant adolescents and present an important step toward successful integration of migrant youth.
Keywords: migration, migrant children, well-being, integration, child-centered approach, family, school
Published in DiRROS: 30.01.2023; Views: 115; Downloads: 63
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Abstract: Priročnik Življenje v večkulturnih šolah je nastal v želji ponuditi učiteljicam in učiteljem podporo in pomoč pri vsakodnevnem delu v kulturno mešanih razredih in pri vključevanju otrok priseljencev. Pripravljen je bil v okviru evropskega projekta Otroci priseljenci in priseljenske skupnosti v spreminjajoči se Evropi/Migrant Children and Communities in a Transforming Europe (MiCREATE), ki je pod vodstvom Znanstveno-raziskovalnega središča Koper potekal v desetih državah Evropske unije in Turčiji med letoma 2019 in 2022. Priročnik za učitelje vsebuje sedem poglavij. V prvih štirih (»Skrb za večkulturno izobraževanje in raznolikost v šolah«, »Preprečevanje in obvladovanje medetničnih konfliktov v šolskem okolju«, »Na umetnosti temelječi pristopi in ukrepi za spodbujanje vključevanja« in »Organizacija vsakdanjega življenja v večkulturnih šolah«) je skupno predstavljenih več kot 50 dobrih praks, ki jih lahko izvajamo v šolskem okolju za namene upravljanja kulturne raznolikosti ter spodbujanja medkulturnega sobivanja in sožitja. Sledi poglavje »Kazalniki blaginje priseljenih otrok«, namenjen učiteljem in šolam za merjenje blaginje otrok in učinkovitosti šolskih integracijskih ukrepov. Zadnji dve poglavji predstavljata računalniški aplikaciji, in sicer »Digitalno pripovedovanje zgodb« in »Mobilna aplikacija za medkulturno ozaveščanje« – prva je namenjena spodbujanju ustvarjalnosti, učenju jezika in izražanju, druga pa ozaveščanju otrok in mladostnikov glede večkulturnosti, diskriminacije, izzivov integracije in podobnih tem.
Keywords: šole, medkulturnost, priročniki za učitelje
Published in DiRROS: 21.06.2022; Views: 346; Downloads: 214
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Keywords: migration, school system, educational system, schools, migrant learners, integration, focus group, interviews, participant observation, Slovenia
Published in DiRROS: 18.01.2022; Views: 510; Downloads: 171
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Keywords: migration, Europe, integration, migrant children, education system, collective monographs
Published in DiRROS: 10.05.2021; Views: 774; Downloads: 154
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