Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools Researching Hybrid Integration

• Main Author: Claudio Baraldi
• Format: eBook
• Language: English
• Published: Routledge 2023; Taylor and Francis; Multiple Funders; Taylor & Francis
• Edition: 1
• Series: Migration and Education
• Subjects: best practice; Child Development; CHILD-UP project; Childhood; Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation; children’s agency; Early Years; education; Facilitation; hybrid integration; hybridity; identity; integration; interaction; International & Comparative Education; language; mediation; Migration; Multicultural Education; narratives; personal trajectories; Research Methods in Education; Sociology of Education; Translanguaging Perspective; Parent Teacher Interaction; education; Children's Active Participation; Migrant Background; Non-migrant Children; children's agency; language; Vice Versa; hybrid integration; early years; identity; Low Language Competence; Common Language; mediation; Agentic Participation; General Data Protection Regulation; Facilitation; CHILD-UP project; Y3 Adi3; narratives; Swedish EPA; Parent Teacher Communication; Multilingual Ideologies; Language Mediation; Traditional Pedagogical Discourses; Epistemic Authority; hybridity; Mediator Female; ECEC Settings; Education System; Directive Facilitation; integration; interaction; Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation; Finnish Peers; best practice; Migrant Children; personal trajectories
• ISBN: 9781032377810; 103237781X; 1032377828; 9781032377827; 1003341772; 9781000910865; 1000910865; 9781003341772
• DOI: 10.4324/9781003341772

This edited volume presents the results of a European research project – ‘CHILD-UP’ (Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation), which analyses the hybrid integration of children with migration backgrounds into schools across Europe. Using qualitative data and theoretical foundations obtained through interviews and focus groups, the book ultimately centres the perspectives and experiences of both the children and the professionals working with them. In doing so, it explores the complex position migrant children occupy in host societies, their exercise of agency, challenges and inspirational local practices that support hybrid integration and innovative educational planning. It also analyses the facilitation of conversations concerning children’s personal experiences and social relations, second language learning and language mediation, based on video- and audio-recordings of school activities. The book will be of relevance to researchers, academics, scholars, and faculty in the fields of sociology of education, child development, migration and multicultural studies. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.