Immigration and supplementary ethnic schooling: Ukrainian students in Portugal

Immigration from Eastern European countries to Portugal is a recent phenomenon. Within the last decade, economic migrants from Ukraine, Russia, Romania and Moldova set up a number of supplementary schools across the country. No academic attention has been given to the phenomenon of supplementary eth...

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Bibliographic Details
Published inEducational studies Vol. 39; no. 4; pp. 455 - 467
Main Authors Tereshchenko, Antonina, Grau Cárdenas, Valeska Valentina
Format Journal Article
LanguageEnglish
Published Dorchester-on-Thames Routledge 01.10.2013
Taylor & Francis Ltd
Subjects
After School Education
Age Differences
Cultural Education
Culture
Eastern Europe
Ethnic Identity
Ethnicity
Europe
Foreign Countries
Foreign Students
Heritage Education
immigrant students
Immigration
Knowledge
Measures (Individuals)
Migrants
Migration
Minority students
Moldova
Native Language Instruction
Negotiation
Population
Portugal
Questionnaires
Romania
Russian Federation
Schools
Secondary School Students
Social capital
Statistical Significance
Student Attitudes
Student Characteristics
Student Surveys
Students
Supplementary Education
supplementary/complementary school
Surveys
Ukraine
Ukrainian
Portugal
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Summary:Immigration from Eastern European countries to Portugal is a recent phenomenon. Within the last decade, economic migrants from Ukraine, Russia, Romania and Moldova set up a number of supplementary schools across the country. No academic attention has been given to the phenomenon of supplementary ethnic schools in Portugal, whilst there is a growing interest in and beyond Europe in the ways they serve as cultural, social and political sources for identity negotiation, and structures for social capital formation in migrant communities. This study addresses this gap in knowledge. Drawing on a survey completed by 184 students between the ages of 12 and 20, attending eight Ukrainian supplementary schools, this paper contributes to wider international research through its mapping of the population of Ukrainian schools in Portugal and examining students' reasons for attendance, highlighting both positive and negative aspects of their experiences. Recommendations are made for schools in light of the findings.
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ISSN:0305-5698
1465-3400
DOI:10.1080/03055698.2013.778194