Voices from the margins : school experiences of refugee, migrant and indigenous children /
Voices from the margins : school experiences of refugee, migrant and indigenous children /
Voices from the margins : school experiences of indigenous, refugee and migrant children
Eva Alerby, Jill Brown.
- 1 online resource.
- Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001 .
- Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001. .
Includes bibliographical references.
Preliminary Material / Introduction / What it Means to Become a Stranger / A boy gives a signal with his hand … need help / In school you learn to get on in life / To become somebody you have to learn Swedish / Without friends I will be very lonely / My first day in class I just understood ‘hello’ / I’m black … apart from that I enjoy school / He is thirsty for knowledge / If we had mean-as (great) teachers we’d have a mean-as (great) school / My teacher will punish that person right away / Sometimes I go to school hungry / The Author / Eva Alerby and Jill Brown -- Eva Alerby and Jill Brown -- Niclas Månsson -- Jórunn Elídóttir -- Eva Alerby -- Arne Forsman -- Pui Man Jennie Wong -- Lloydetta Ursula Quaicoe -- Zane MaRhea and Bernadette Atkinson -- Jill Brown -- Emily Nelson , Kate Christensen and Mark Cleary -- Trong Tra Son Luu -- Maryam Jaffar Ismail -- Eva Alerby and Jill Brown.
Equitable access to education is fundamental to any concept of social justice offering as it does the means of escape from social and economic marginalisation. Despite this, in too many countries around the world groups of children are systematically denied access to education which will equip them for meaningful participation in the society in which they live. Their needs are ignored and their voices are silenced. They are locked into the position of ‘marginalised other’, the perpetual stranger in society. This collection of studies by an international group of researchers provides a place for migrant, refugee and indigenous children to talk about their school experiences. Refugee children from the Sudan, Afghanistan and Somalia, indigenous children from Sweden, Australia, New Zealand and Vietnam, migrant children in Canada, Iceland and Hong Kong, urban and rural children from Zanzibar all speak out through drawings, small group and individual discussion. For some children their school experiences are positive ones in which systems and teachers work together to meet their needs. For others their experiences are of racism, isolation, inadequately equipped and poorly funded schools, unsympathetic teachers and education systems designed to cater for majority groups. Despite these differences all the children remain enthusiastic about school. They are, in the words of a boy from Afghanistan, ‘thirsty to learn’. The children and the researchers all argue for education as a means to redress, rather than perpetuate, disadvantage. A vital first step in this process is to hear what is being said by those most affected by current practices. The narratives in this text offer a chance to do just that. Cover photo: Marginalized, Gustav Alerby, Rosvik, Sweden?
9789087904623
10.1163/9789087904623 DOI
2010366448
Children of minorities--Education.
Indigenous children--Education.
Refugee children--Education.
Children of immigrants--Education.
Educational equalization.
Marginality, Social.
Discrimination in education.
Educational sociology.
LC213 / .V65 2008
371.97
Includes bibliographical references.
Preliminary Material / Introduction / What it Means to Become a Stranger / A boy gives a signal with his hand … need help / In school you learn to get on in life / To become somebody you have to learn Swedish / Without friends I will be very lonely / My first day in class I just understood ‘hello’ / I’m black … apart from that I enjoy school / He is thirsty for knowledge / If we had mean-as (great) teachers we’d have a mean-as (great) school / My teacher will punish that person right away / Sometimes I go to school hungry / The Author / Eva Alerby and Jill Brown -- Eva Alerby and Jill Brown -- Niclas Månsson -- Jórunn Elídóttir -- Eva Alerby -- Arne Forsman -- Pui Man Jennie Wong -- Lloydetta Ursula Quaicoe -- Zane MaRhea and Bernadette Atkinson -- Jill Brown -- Emily Nelson , Kate Christensen and Mark Cleary -- Trong Tra Son Luu -- Maryam Jaffar Ismail -- Eva Alerby and Jill Brown.
Equitable access to education is fundamental to any concept of social justice offering as it does the means of escape from social and economic marginalisation. Despite this, in too many countries around the world groups of children are systematically denied access to education which will equip them for meaningful participation in the society in which they live. Their needs are ignored and their voices are silenced. They are locked into the position of ‘marginalised other’, the perpetual stranger in society. This collection of studies by an international group of researchers provides a place for migrant, refugee and indigenous children to talk about their school experiences. Refugee children from the Sudan, Afghanistan and Somalia, indigenous children from Sweden, Australia, New Zealand and Vietnam, migrant children in Canada, Iceland and Hong Kong, urban and rural children from Zanzibar all speak out through drawings, small group and individual discussion. For some children their school experiences are positive ones in which systems and teachers work together to meet their needs. For others their experiences are of racism, isolation, inadequately equipped and poorly funded schools, unsympathetic teachers and education systems designed to cater for majority groups. Despite these differences all the children remain enthusiastic about school. They are, in the words of a boy from Afghanistan, ‘thirsty to learn’. The children and the researchers all argue for education as a means to redress, rather than perpetuate, disadvantage. A vital first step in this process is to hear what is being said by those most affected by current practices. The narratives in this text offer a chance to do just that. Cover photo: Marginalized, Gustav Alerby, Rosvik, Sweden?
9789087904623
10.1163/9789087904623 DOI
2010366448
Children of minorities--Education.
Indigenous children--Education.
Refugee children--Education.
Children of immigrants--Education.
Educational equalization.
Marginality, Social.
Discrimination in education.
Educational sociology.
LC213 / .V65 2008
371.97