Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation

Rezultaty

This deliverable regards the organisation and realiation of the final conference in Brussels by IIHL, in collaboration with UNIMORE, for the scientific aspects, and ULIEGE for the administrative aspects.

Training package

This deliverable regards a package for professionals training to operationalise the methodological guidelines The package will be delivered to professionals working in the participating settings On the delivery of the package structured selfobservation and collection of evaluation from trainees implements the improvement of the training strategy and techniques

Report on legislation

The deliverable regards legislations enhancing integration policies and support services offered for migrant children in each region and the markers used to measure integration in each context

Evaluative final report

The deliverable regards a final report combining the partial report on pre and posttest nd focus groups with the analysis of results of recorded activities providing detailed analysis of relevant successful and unsuccessful dialogic practices and enhancement of participation in schools and comparative analysis of childrens perspectives and videorecordings

Guidelines for dialogic methods

This deliverable regards the guidelines for dialogic methods based on the analysis of best practices across the EU UON collects evidence of best practices through the contexts of the research by the local partners WP6 The evidence is interpreted via triangulation with best practices analysis in the background research WP3 perspectives expectations assessment and voice of children and professional WP5 as well as a sound understanding of contextual variables WP4

Massive Online Open Course

This deliverable regards a Massive Open Online Course MOOC to distribute the training to a Europeanwide audience The MOOC is based on the professional training package D74 considering possible improvements that emerge from the observation of the delivery of the training trainees evaluation and partnership discussions The MOOC will be distributed via the eplatform

Web Open Access Portal

Ths deliverable regards the portal ensuring the technology and communication infrastructure for the project in view of reaching all its stakeholders groups and to organise collaborative environments for the different functions that the project will develop data collection awareness raising stakeholders database management documents archive participative evaluation training webinars

Publikacje

The Yin-Yang Relationship Between Essentialist and Non-essentialist Discourses Related to the Participation of Children of Migrants, and Its Implication for How to Research

Autorzy: Sara Amadasi, Adrian Holliday
Opublikowane w: Migration Studies. Review of Polish Diaspora, Numer 4, 2021, Strona(/y) 37-54, ISSN 2081-4488
Wydawca: Jagellonian University
DOI: 10.4467/25444972smpp.21.051.14804

Studying hybrid identities in schools. Notes on a European Project

Autorzy: Claudio Baraldi
Opublikowane w: Migration Studies. Review of Polish Diaspora, Numer 4, 2021, Strona(/y) 25-36, ISSN 2081-4488
Wydawca: Jagellonina University
DOI: 10.4467/25444972smpp.21.050.14803

On the Visibility and Agency of Migrant Children in the Contemporary World. Educational Issues and Challenges

Autorzy: Krystyna Slany,, Magdalena Slusarczyk, Justyna Struzik, Marta Warat
Opublikowane w: Migration Studies. Review of Polish Diaspora, Numer 4, 2021, Strona(/y) 7-22, ISSN 2081-4488
Wydawca: Jagellonian Univeersity
DOI: 10.4467/25444972smpp.21.049.14802

The child as a medium. Breakdown and possible resurgence of children’s agency in the era of pandemic

Autorzy: Sara Amadasi, Claudio Baraldi
Opublikowane w: Childhood, Numer first published online, 2022, ISSN 1461-7013
Wydawca: Sage
DOI: 10.1177/09075682221098156

Representations of Integration, Cultural Differences and the Intercultural in Questionnaires Collected with Professionals and Parents

Autorzy: Sara Amadasi, Chiara Ballestri
Opublikowane w: Migration Studies. Review of Polish Diaspora, Numer 4, 2021, Strona(/y) 97-116, ISSN 2081-4488
Wydawca: Jagellonian University
DOI: 10.4467/25444972smpp.21.054.14807

Excluded or Included by COVID 19? The Impact of COVID 19 on Inclusive Education Efforts with Regard to Migrant Children in Belgium

Autorzy: Shannon Damery, Alissia Raziano
Opublikowane w: Migration Studies. Review of Polsh Diaspora, Numer 4, 2021, Strona(/y) 183-203, ISSN 2081-4488
Wydawca: Jagellonian University
DOI: 10.4467/25444972smpp.21.058.14811

The Articulated Involvement of Stakeholders in Social Innovation Research. The CHILD-UP approach

Autorzy: Claudio Dondi, Edoardo Gimigliano, Edwin Katerberg, Julie Raouane, Monica Turrini
Opublikowane w: Migration Studies. Review of Polish Diaspora, Numer 4, 2021, Strona(/y) 205-218, ISSN 2081-4488
Wydawca: Jagellonian University
DOI: 10.4467/25444972smpp.21.059.14812

Facilitative practices to promote migrant children’s agency and hybrid integration in schools:discussing data from Italy, Poland and England

Autorzy: Claudio Baraldi, Federico Farini & Magdalena Ślusarczyk
Opublikowane w: Language and Intercultural Communication, Numer published online 11 July 2022, 2022, Strona(/y) Online first, ISSN 1470-8477
Wydawca: Multilingual Matters Ltd.
DOI: 10.1080/14708477.2022.2096054

“We Do Everything with Our Own Hands” – Everyday Experiences of Teachers Working with Migrant Children in Poland

Autorzy: Justyna Struzik, Krystyna Slany, Magdalena Ślusarczyk, Marta Warat
Opublikowane w: Migration Studies. Review of Polish Diaspora, Numer 4, 2021, Strona(/y) 139-157, ISSN 2081-4488
Wydawca: Jagellonian University
DOI: 10.4467/25444972smpp.21.056.14809

“Migrant Children Are Not the Problem. The Problem Is the Need to Make the Administration Happy.” The Perceptions of Professionals’ on Participation and Acculturation in Education Contexts

Autorzy: Thomas Droessler,, Lena Foertsch, Margund Rohr
Opublikowane w: Migration Studies. Review od Polosh Diaspora, Numer 4, 2021, Strona(/y) 55-78, ISSN 2081-4488
Wydawca: Jagellonian University
DOI: 10.4467/25444972smpp.21.052.14805

Between Marginalisation and Agency. Primary School Teachers’ Narratives in London and the Position of Children with Migrant Backgrounds

Autorzy: Federico Farini, Angela Scollan
Opublikowane w: Migration Studies. Review of Polish Diaspora, Numer 4, 2021, Strona(/y) 79-96, ISSN 2081-4488
Wydawca: Jagellonian University
DOI: 10.4467/25444972smpp.21.053.14806

The Cohesion of Schools as Communities in the Management of COVID-19 Pandemic: Reflections, Narratives, Fears and Hopes from the Voices of Children in England and Italy

Autorzy: Federico Farini, Claudio Baraldi, Angela Scollan
Opublikowane w: Journal of Dialogue Studies, Numer 9, 2021, Strona(/y) 120-148, ISSN 2054-3131
Wydawca: Institute for Dialogue Studies (Dialogue Society)

The role of trust in the positioning of children with Migrant Backgrounds: Reflections on teachers’ narratives from London primary schools

Autorzy: Federico Farini; Angela Scollan
Opublikowane w: Equity in Education & Society, Numer 1(1), 2022, Strona(/y) 50-63, ISSN 2752-6461
Wydawca: Sage
DOI: 10.1177/27526461211069135

Exploring the Narratives and Agency of Children with Migrant Backgrounds withinSchools: Researching Hybrid Integration

Autorzy: Claudio Baraldi (editor). Authors: Sara Amadasi, Chiara Ballestri, Claudio Baraldi, Shannon Damery, Ester Di Napoli, Thomas Drössler, Federico Farini, Lena Foertsch , Laura Gavioli, Anne Harju, Tiina Hautamäki, Henna Jousmäki, Jane Murray, Anna Ratecka, Erika Righard, Margund Rohr, Angela Scollan, Krystyna Slany, Magdalena Ślusarczyk, Justyna Struzik, Petra Svensson Källberg, Marta Warat.
Opublikowane w: Migration and Education, Numer contracted, forthcoming, 2023, ISBN 9781003341772
Wydawca: Routledge

Rezultaty

Publikacje

Udostępnij tę stronę

Pobierz