exploring racial and ethnic inclusion of recent migrants in primary schools in england and south...
TRANSCRIPT
Something to considerbefore we begin...
What does aninclusive schoollook like to you?
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Exploring racial and ethnic inclusion of recent migrants in primary schools in England and South Africa through creative visual methods
Work in progress
Helen Hanna, Leeds Trinity University, [email protected]
Centre for International Teacher EducationCape Peninsula University of Technology4th April 2016 2
Today’s themes
Research problem
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Doing the research
Education in England and South Africa
Some tips
Research problem
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The research problem
• England and South Africa are multi-racial and multi-ethnic societies
• Historical and more recent immigration and diversification
• Diversity of pupils within non-segregated schools
• Identities as multi-faceted, non-essentialised, contingent and transitional
• Role of education in social cohesion, national identity and belonging?
• ‘Inclusion’ or ‘integration’ as an educational policy aim
• But pupils’ perspectives not always or easily accessed or incorporated
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Challenges faced by new migrant children in South Africa
• Xenophobia / bullying
• Language difficulties
• Documentation
• School registration
• Families separated
• Religious and cultural differences
• Making new friends
• Being new!
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How is ethno-racial inclusion understood in primary schools in England and South Africa?
Photos
Focus groups
Interviews
Observations
Picturebooks
Learners
Teaching staff
National and school policies
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Education in England and South Africa
South Africa
England
England South Africa
Population: 53 million Population: 54 million
White
Asian
Black
Mixed
Other
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White
Indian/Asian
African
Coloured84.5%
7.8%
3.5%2.3%1.9%
80.2%
8.9% 8.4% 2.5%
2.2 million not born in SA7.3 million not born in England
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• Post-war immigration
• Recent immigration from Middle East, East Asia, central and eastern Africa
• Extremism and ‘failed’ multiculturalism
• Indigenous/colonial ethno-racial diversity
• Post-apartheid migration from central and southern Africa
• Xenophobic attacks in the ‘rainbow nation’
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Doing the research12
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Children’s rights
• Appropriate free (primary) education
• Non-discrimination on the grounds of any characteristic
• To be consulted on anything that affects them
Some would say this extends to the right to be involved in designing research that is about them
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How is ethno-racial inclusion understood in primary schools in England and South Africa?
Photos
Focus groups
Interviews
Observations
Picturebooks
Learners
Teaching staff
National and school policies
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• Insert photo of cameras from tablet
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Some tips for including new migrant learners
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1. Represent them
Curriculum
Ethos
Stories
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2. Ask them!
The right to be consulted
Capacity building to realise they know things that
adults don’t know
E.g. Don’t want to introduce themselves
Want teachers to be aware of and stop the bullying
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3. Get creative
‘Mosaic’ method
Freedom to experiment
Don’t underestimate what they can do
Connect with children in similar circumstances
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Today’s themes
Research problem
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Doing the research
Education in England and South Africa
Some tips
Exploring racial and ethnic inclusion of recent migrants in primary schools in England and South Africa through creative visual methods
Work in progress
Helen Hanna, Leeds Trinity University, [email protected]
Centre for International Teacher EducationCape Peninsula University of Technology4th April 2016 28