Moskal et al. (2010) The schooling of migrant pupils in Europe: Some policy lessons


This working paper by Moskal et al. (2010) looks at the flaws in our understanding of how migratory processes interact with wider social, economic and political contexts and, the effect that this can have on a child’s education. Such misunderstanding can lead to the perpetuation of educational initiatives that are, in fact, inappropriate for migrant pupils. Moskal et al. (2010) draw attention to the number of migrant children who leave European education systems more disadvantaged than their native-born peers. This occurs even though education should, in theory, function as a mediator for migrant children and their families between the social, economic and political background of their new environment. Also see Moskal (2014) for research based on a study which included observation of Polish migrant children within their home and school environments and similarly a briefing paper by Moskal (2010) discussing integration of Polish migrant children in Scotland through an examination of the role of schools in the integration process.

Bibliographic reference:

Moskal, M., Ozga, J. and Shapira, M. (2010) The Schooling of Migrant Pupils in Europe: Some Policy Lessons. Working Paper, Edinburgh: Centre for Educational Sociology, University of Edinburgh.







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