Context rules! Top-level education policies for newly arrived migrant students across six European countries

International Journal of Educational Research Open

Monica Roman¹  Silvia de Almeida²  Øystein Lund Johannessen³  Amalee Meehan⁴  Barbara Bäckström⁵  Glorianne Borg-Axisa⁵  Nathanaël Friant⁶ 

[1] Center for Social and Cultural Psychology, Université libre de Bruxelles, Brussels, Belgium;Corresponding author.;;Center for Research in Educational Sciences &Institute of Education, Dublin City University, Dublin, Ireland;Interdisciplinary Centre of Social Sciences, Universidade Nova de Lisboa, Lisbon, Portugal;Junior College, University of Malta, Msida, Malta;

关键词: Newly arrived migrant students (NAMS);    Migration;    Education;    Context;    Top-level policy;    Europe;   

DOI  :  

来源: DOAJ

【 摘 要 】

Migration across Europe is an increasing reality over the last number of decades, affecting countries with long histories of immigration as well as countries newer to the phenomenon. Although education remains a key factor in receiving and integrating migrants, policies and practices differ among countries. How contextual factors shape these differences is under-represented. This article reviews the top-level education policies on receiving Newly Arrived Migrant Students (NAMS) in six European countries – Belgium, Ireland, Malta, Norway, Portugal and Romania – in an attempt to fill this gap. Employing the European Commission four-dimensional framework of educational support for migrants, we examine how the context of each country shapes these policies. Findings are somewhat paradoxical, indicating both the contextual nature of top-level policies, and a trend towards policy homogenisation at a European level, despite very different national contexts.

【 授权许可】

Unknown