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This is a revised handbook providing the caring practitioner with information on refugees in Britain, with chapters on welcoming refugee children into schools, mother tongue teaching, emotional needs of refugee children, early years provision and working with 16-19 year-olds. Further new material has been included on healthcare issues, emotional and psychological issues, using the expressive arts with young refugees, parental involvement and family literacy.
The psychosocial needs of war-affected children who migrate to other countries are difficult to identify, complicated to understand, and even more troubling to address. Supporting Refugee Children provides a holistic exploration of these challenges and offers practical advice for teachers, social workers, and counsellors, as well as suggestions for policy makers.
Since the first edition of this work was published in 2001, important new legislation has altered the prospects of refugee children. The first is the Race Relations Amendment Act (2000), which came into force in April 2002, the second the new Asylum Act. An information source for all those working with the children of refugees and asylum-seekers. It describes the backgrounds of 35 of the major refugee groups in Britain, including Albanians, Eastern European Roma and people fleeing the former Soviet Union, Iraq and Iraqi Kurdistan. It notes how educational provision for pupils for refugee communities has progressed and describes those which have proved effective in promoting their learning, from preschool through the statutory years and up to age 19. Topics include healthcare issues, emotional and psychological issues, using the expressive arts with young refugees and on parental involvement and family literacy.
Includes statistical tables and graphs.
This report is concerned with reviewing psychosocial concepts in research related to humanitarian work, with particular emphasis on research related to children affected by prolonged violence and armed conflict.
The wave of migrants arriving in Europe fleeing from war or hard living conditions represents both a challenge and a great educational opportunity for the European school systems. Currently, research and good practice in this field have been mainly developed within the boundaries of national educational politics and policies, addressing distinct populations. This fragmentation has stood in the way of a systematic analysis of the question at the European level, which is a necessary condition for the advancement of successful educational interventions. The book aims to offer substantive insights for researchers, policy makers, and teachers concerned with the effective inclusion of refugees within education by collecting and comparing the growing body of knowledge that is emerging from eight European countries. Contributors are: Oula Abu-Amsha, Miki Aristorenas, Tatjana Atanasoska, Benjamin Brass, Henrik Bruns, Heike de Boer, Sanja Grbić, Hermina Gunnþórsdóttir, Laure Kloetzer, Tünde Kovacs Cerović, Louise Pagden, Michelle Proyer, Wayne Veck, Dragan Vesić, and Julie Wharton.
Childhood and Migration in Europe explores the under-researched and often misunderstood worlds of migrant children and young people, drawing on extensive empirical research with children and young people from diverse migrant backgrounds living in a rapidly changing European society. Through in-depth exploration and analysis of the experiences of children who moved to Ireland in the first decade of the 21st century, it addresses the tendency of migration research and policy to overlook the presence of children in migratory flows. Challenging dominant adult-centric perspectives on contemporary global migration flows and presenting understandings of the lives of migrant children and young people from their own experiences, this book presents a detailed exploration of children's lives in four different migrant populations in Ireland. With a unique comparative perspective, Childhood and Migration in Europe advances upon current conceptualisations of migration and integration by interrogating accepted views of migrant children and focusing on children's own voices and experiences. It challenges the prevailing assimilationist discourses underlying much existing research and policy, which often construct migrant children as deficient in different ways and in need of 'being integrated'.
Flüchtlinge sind in ihrem Leben mit Übergängen konfrontiert: auf individueller, sozialer und kultureller Ebene. Dieses Buch behandelt verschiedene Aspekte dieser Übergänge und ihre Überschneidungen mit Bildungserfahrungen. Studien aus unterschiedlichen Länderkontexten zeigen die komplexen Beziehungen zwischen Individuum, Kultur, Gesellschaft und Institutionen. Die Untersuchung dieser Beziehungen und Erfahrungen während der Übergangsprozesse soll zu einem tieferen Verständnis der verschiedenen Arten von Übergängen im Zusammenhang mit Bildung beitragen, was in der Zukunft zur Verbesserung von Unterstützungsstrukturen genutzt werden kann.
Equality and inclusion in early childhood will help you to understand the key principles and best practice across the areas of social inclusion: gender, ethnic group and cultural background or faith, disability and health. You will be able not only to understand special issues, but also how to address dilemmas in balancing the diverse needs of children and families within provision. This new edition brings readers up to date with changes in legislation and guidance. The content reflects recent developments to address the experiences of boys and concerns about their achievement. New perspectives focus on ensuring a proportionate response to family preferences for children's care. A notable feature of Equality and inclusion in early childhood is how readers are supported to link equality practice with a sound knowledge of what young children understand and how their attitudes develop. This book is part of Jennie Lindon's series 'Linking Theory and Practice'. The established approach provides accessible descriptions of relevant theory and research, yet links this information closely to practice with young children and families. The content and style of the series has been developed to support students on Early Childhood degree programmes, Early Years Foundation Degree courses, practitioners working towards Early Years Professional Status and also experienced senior practitioners extending their professional development and that of their team.
The last twenty years have seen unprecedented numbers of refugee children entering Western countries. Many of these children will have experienced the atrocities of war and issues concerning their care and treatment are high on the agenda of research bodies, policy makers and service providers. Refugee Children is the first book to offer a wide ranging analysis of the context of care and the measures taken by nation states and intergovernmental bodies to address perceived problems. Drawing on a detailed examination of practices, the book outlines a model of good practice in the care of refugee children. Topics covered include: the treatment of asylum seeking children at the borders of industrialised countries reception, psycho-social problems, social capital, education, and issues relating to cultural diversity and integration a critical analysis of responses to these problems including the development of special programmes for refugee children, elements of good practice in the field the transfer of good practice between countries implications for the development of services and academic research in this vital area. With a series of case studies examining practices from a number of countries, Refugee Children makes a vital contribution both to the social care literature in this field and to theory and research in refugee and migration studies. As such it is essential reading for academic researchers in a range of disciplines including social policy, education, migration and refugee studies as well as service providers in health care, social care, housing and education. Charles Watters is Director of the European Centre for the Study of Migration and Social Care in the School of Social Policy, Sociology and Social Research at the University of Kent.