Hadjer Taibi – författare

This book presents a child-centred approach to migrant children’s experiences in education. Using a decolonising framework, the book interrogates the diversity of migrant experiences in the global South and North.

The book brings together researchers and practitioners from education, childhood studies, sociology, and linguistics to debate and theorise key methodological and empirical issues in migrant children’s experiences through education. It focuses on how diverse forms of global mobilities are key to transforming educational experiences of children and considers the interplay of class, race, gender, geography, and learning settings. By doing so, the book uncovers particular challenges for addressing sustainable development goals relating to education and inclusive development. Diversifying the study of migration and development, the book challenges the Eurocentrism of the discipline and contributes to ongoing efforts to liberate the field from labels and discourses that further marginalise migrant children.

Using an intersectional and decolonising approach to address an important gap in the diversity of migrant experiences, the book will be of great interest to researchers, scholars, and students in the field of migration studies, sociology of education, intercultural education, and international development.

This book presents a child-centred approach to migrant children’s experiences in education. Using a decolonising framework, the book interrogates the diversity of migrant experiences in the global South and North.

The book brings together researchers and practitioners from education, childhood studies, sociology, and linguistics to debate and theorise key methodological and empirical issues in migrant children’s experiences through education. It focuses on how diverse forms of global mobilities are key to transforming educational experiences of children and considers the interplay of class, race, gender, geography, and learning settings. By doing so, the book uncovers particular challenges for addressing sustainable development goals relating to education and inclusive development. Diversifying the study of migration and development, the book challenges the Eurocentrism of the discipline and contributes to ongoing efforts to liberate the field from labels and discourses that further marginalise migrant children.

Using an intersectional and decolonising approach to address an important gap in the diversity of migrant experiences, the book will be of great interest to researchers, scholars, and students in the field of migration studies, sociology of education, intercultural education, and international development.