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11 produkter
11 produkter
565 kr
Skickas inom 10-15 vardagar
Early School Leaving in the European Union provides an analysis of early school leaving (ESL) in nine European Union countries, with a particular focus on young people who were previously enrolled in educational institutions inside and outside mainstream secondary education. The comparative approach employed by this volume adds to the existing body of knowledge on ESL and develops an understanding of how young people navigate through different educational systems.Contributors acknowledge the importance of reconstructing educational trajectories from the perspective of the individuals involved and, as a result, the book includes data collected during in-depth interviews, surveys, and insights from educational professionals, policymakers and representatives from civil society organisations. Adopting a classic tripartite approach, which acknowledges the complex nature of ESL, the book addresses individual, institutional and systemic factors. It identifies and analyses the prevention, intervention and compensation measures that can succeed in supporting young people’s attainment, and demonstrates how these can be used to reduce ESL.This unique book will be highly relevant for academics, researchers and postgraduate students, as well as educational practitioners. Drawing on the insights provided by the authors, the book formulates policy recommendations that should also be of interest for policymakers in European countries and beyond.
2 066 kr
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This novel contribution examines the lived experiences of migrants in education in various international contexts, exploring common school system features that promote students’ inclusion and challenge their exclusion.With a range of international contributions and case studies from Canada, the US, Hong Kong, Japan and Europe, the book offers critical, theoretically innovative understandings examining national policies and practices to develop reforms, focusing on agency, heterogeneity and systems of relational spaces for migrant youth. Chapters engage with discussions around differentiated needs of marginalised and vulnerable groups, as well as the importance of superdiversity in studying and developing inclusive systems for migrant youth in education.Offering unique insights, the book outlines a framework for the promotion of inclusive school systems that ultimately look to create quality learning environments that prevent discrimination, and support students’ holistic needs. It will be of great interest to researchers, academics and postgraduate students in the fields of sociology of education, philosophy of education, psychology of education, teacher education and social policy.Chapter 4 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license. This work was supported by an Economic and Social Research Council [grant number ES/S015752/1].
605 kr
Skickas inom 10-15 vardagar
This novel contribution examines the lived experiences of migrants in education in various international contexts, exploring common school system features that promote students’ inclusion and challenge their exclusion.With a range of international contributions and case studies from Canada, the US, Hong Kong, Japan and Europe, the book offers critical, theoretically innovative understandings examining national policies and practices to develop reforms, focusing on agency, heterogeneity and systems of relational spaces for migrant youth. Chapters engage with discussions around differentiated needs of marginalised and vulnerable groups, as well as the importance of superdiversity in studying and developing inclusive systems for migrant youth in education.Offering unique insights, the book outlines a framework for the promotion of inclusive school systems that ultimately look to create quality learning environments that prevent discrimination, and support students’ holistic needs. It will be of great interest to researchers, academics and postgraduate students in the fields of sociology of education, philosophy of education, psychology of education, teacher education and social policy.Chapter 4 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license. This work was supported by an Economic and Social Research Council [grant number ES/S015752/1].
3 261 kr
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Providing a cornerstone to the global debate on equity and inclusion within education, this handbook explores equity issues pertaining to poverty and social class, race, ethnicity, sociocultural, sociolinguistic exclusion in education and recognises intersectionality and gender across these dimensions.This carefully curated collection of essays written by international experts promotes inclusive systems in education that explicitly recognise the voices of learners who may be at risk of marginalisation, exclusion or underachievement. Developing a multilayered innovative conceptual framework involving spatial, emotional-relational and dialogical 'turns' for education, it emphasises key system points for reform, including building strategic bridges between health and education for vulnerable groups and shifts in focus for initial teacher education and the wider curriculum.The handbook is organised into the following key parts:Theoretical FrameworksFunding Models and Structures for Equity and Inclusive SystemsExclusion and DiscriminationBridging Health and EducationAgency and EmpowermentOutreach and Engagement The Routledge International Handbook of Equity and Inclusion in Education will be of great value to academics operating in the areas of education, psychology, sociology, social policy, ethnography, cultural studies; researchers in university research centres and in policy institutes pertaining to education, poverty, social inclusion as well as international organisations involved with inclusion in education.
2 126 kr
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This book aims to rethink the intersection between inclusion and gender in civil society, media, academic, and policy discourses across Europe.With a critical and participatory approach, this book advances the concept of ‘situated intersectionality’ to rethink empowerment as a dynamic process shaped by local contexts. Drawing on rich data from the Horizon Europe project ReIncluGen, this book examines discourses on gender empowerment and inclusion in Austria, Belgium, Italy, Poland, and Spain. From both academic and civil society perspectives, the volume explores how these discourses are addressed, as well as how they contribute to, or reduce, inequalities. These insights further our understanding, reflecting on innovative practices used by civil society and policymakers to foster social change.This book assembles chapters that will be of interest to scholars and students of gender studies, sociology, migration, and media studies, as well as practitioners, policymakers, and CSOs working on issues of migration, diversity, equality, and inclusion. It offers valuable insights for anyone seeking to understand and support inclusive practices that foster a more equitable European future.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC BY-NC-ND)] 4.0 license
2 066 kr
Skickas inom 10-15 vardagar
Early School Leaving in the European Union provides an analysis of early school leaving (ESL) in nine European Union countries, with a particular focus on young people who were previously enrolled in educational institutions inside and outside mainstream secondary education. The comparative approach employed by this volume adds to the existing body of knowledge on ESL and develops an understanding of how young people navigate through different educational systems.Contributors acknowledge the importance of reconstructing educational trajectories from the perspective of the individuals involved and, as a result, the book includes data collected during in-depth interviews, surveys, and insights from educational professionals, policymakers and representatives from civil society organisations. Adopting a classic tripartite approach, which acknowledges the complex nature of ESL, the book addresses individual, institutional and systemic factors. It identifies and analyses the prevention, intervention and compensation measures that can succeed in supporting young people’s attainment, and demonstrates how these can be used to reduce ESL.This unique book will be highly relevant for academics, researchers and postgraduate students, as well as educational practitioners. Drawing on the insights provided by the authors, the book formulates policy recommendations that should also be of interest for policymakers in European countries and beyond.
Migration and Environmental Change in Morocco
In search for Linkages Between Migration Aspirations and (Perceived) Environmental Changes
Inbunden, Engelska, 2021
538 kr
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This open access book studies the migration aspirations and trajectories of people living in two regions in Morocco that are highly affected by environmental change or emigration, namely Tangier and Tinghir, as well as the migration trajectories of immigrants coming from these regions currently living in Belgium.
Migration and Environmental Change in Morocco
In search for Linkages Between Migration Aspirations and (Perceived) Environmental Changes
Häftad, Engelska, 2022
432 kr
Skickas inom 10-15 vardagar
Del 2 - CeMIS Migration and Intercultural Studies
Migration and Integration in Flanders
Multidisciplinary Perspectives
Häftad, Engelska, 2018
856 kr
Skickas inom 5-8 vardagar
Across the world, and due to ongoing globalization, migration is increasingly becoming a part of daily life. But more than ever, migration can no longer be viewed as a simple linear trajectory from A to B. The emergence of transnational communities and intense interactions between regions of origin and of destination have led to new forms of social-cultural praxis and (sub)cultures which exert an important influence on the integration of immigrants. The case of Flanders, the northern part of Belgium and at the centre of EU policymaking, is presented as a case study in this book. Migration and Integration in Flanders is structured in three thematic parts, opening with chapters on the imaginaries and perceptions of people in changing migration contexts. The book then proceeds with chapters which present theoretical and empiric data on changing integration dynamics in multicultural societies. The final chapter concludes with a discussion of social networks' mediating role.The growing complexity of migration leads the contributing authors to look beyond borders, both of national frontiers-as migration by definition implies cross-border research-and of disciplines and research methods. In doing so, the present volume offers thought-provoking essays on topical issues that stir public and political debates across Europe, and contributes to fundamental discussions on changing societies.Contributors: Didier Boost (University of Antwerp), Noel Clycq (University of Antwerp), David De Coninck (KU Leuven), Godfried Engbersen (Erasmus University Rotterdam), Steven Groenez (KU Leuven), Kenneth Hemmerechts (Vrije Universiteit Brussel), Dries Lens (University of Antwerp), Francois Levrau (University of Antwerp), Ive Marx (University of Antwerp), Joris Michielsen (University of Antwerp), Ward Nouwen (University of Antwerp), Edith Piqueray (University of Antwerp), Christiane Timmerman (University of Antwerp), Falke Tibax (University of Antwerp), Rut Van Caudenberg (University of Antwerp/Universitat Autonoma de Barcelona), Anneloes Vandenbroucke (KU Leuven), Sanne Van de Pol (University of Antwerp), Dirk Vanheule (University of Antwerp), Gert Verschraegen (University of Antwerp), Suncica Vujic (University of Antwerp)
820 kr
Skickas inom 5-8 vardagar
Considering the dynamic and reciprocal relationship between gender relations and migration, the contributions in this book approach migration dynamics from a gender-sensitive perspective. Bringing together insights from various fields of study, it is demonstrated how processes of social change occur differently in distinct life domains, over time, and across countries and/or regions, influencing the relationship between gender and migration. Detailed analysis by regions, countries, and types of migration reveals a strong variation regarding levels and features of female and male migration. This approach enables us to grasp the distinct ways in which gender roles, perceptions, and relations, each embedded in a particular cultural, geographical, and socioeconomic context, affect migration dynamics. Hence, this volume demonstrates that gender matters at each stage of the migration process. In its entirety, Gender and Migration gives evidence of the unequivocal impact of gender and gendered structures, both at a micro and macro level, upon migrant's lives and of migration on gender dynamics.This publication is GPRC-labeled (Guaranteed Peer Review Content).Contributors: Marianna Bacci Tamburlini (Universidade de Lisboa), Milena Belloni (University of Antwerp), Kitti Baracsi (University of P cs), KamilaFialkowska (University of Warsaw), Hilde Greefs (University of Antwerp), Kenneth Hemmerechts (Vrije Universiteit Brussel), Alexandra Parrs (Universityof Antwerp), Ferruccio Pastore (Forum Internazionale ed Europeo di Ricerche sull'Immigrazione FIERI Torino), Alina Poghosyan (Institute of Archaeology and Ethnography of the National Academy of Sciences of Armenia), Ilse Ruyssen (Ghent University), Sara Salomone (Ghent University and UNU-CRIS), Romina Seminario Luna (Lausanne University), Christiane Timmerman (University of Antwerp), Lore Van Praag (University of Antwerp), Thomas Verbruggen (University of Antwerp), Zeynep Zmer Batur (University of Antwerp).
Co-creation in Migration Studies
The Use of Co-creative Methods to Study Migrant Integration Across European Societies
Häftad, Engelska, 2021
777 kr
Skickas
Co-creative methods are increasingly used to understand and facilitate integration processes of migrants in immigrant societies. This volume aims to contribute to the debates on the ways in which co-creative methods may advance migrant integration. More specifically, the contributions investigate how co-creative research strategies can provide insights into how integration processes into various domains of immigrant society (e.g., language learning, housing, employment) are shaped, and how they can contribute to policy making and new policy practices. Because co-creative methods are relatively new approaches to research and policy making, the authors evaluate and demonstrate the pitfalls and benefits of using them. Starting with a theoretical and methodological overview of co-creative methods, empirical chapters document and critically assess ongoing research experiences and studies to incorporate co-creative methods in academic research across Europe.Co-creation in Migration Studies analyses the use of co-creative methods in migrant research and policy making, reflects upon the conditions required to successfully implement these methods, and offers new insights and recommendations for future research and policy making practices.Contributors: Chloe Ange (Universite Libre de Bruxelles), Maria Amata Garito (International Telematic University), Hanne Apers (University of Antwerp), Maurizio Bergamaschi (University of Bologna), Ingrid Breckner (HafenCity University Hamburg), Fidel C.T. Budy (Sheffield Hallam University), Alessandro Caforio (International Telematic University), Teresa Carlone (University of Bologna), Emanuela Dal Zotto (University of Pavia and Milan University), Rianne Dekker (Utrecht University School of Governance), Valentina Fusari (University of Pavia), Karin Geuijen (Utrecht University School of Governance), Karen Latricia Hough (Sheffield Hallam University), Sara Lembrechts (Ghent University), Marie Malchow (HafenCity University Hamburg), Carolina Mudan Marelli (University of Bologna), Joerg Rainer Noennig (HafenCity University Hamburg), Caroline Oliver (University College London), Alessandro Pollini (International Telematic University), Andrea Rea (Universite Libre de Bruxelles), Lena Richter (Radboud University Nijmegen), Yara Abdel Samad (Sheffield Hallam University), Rosa Thoneick (HafenCity University), Lore Van Praag (University of Antwerp), Ellen Van Vooren (Children's Rights Knowledge Centre)