The Weak Position of Reception Education for Newly Arrived Migrant Students in the Educational Field

Autor/inn/en	Emery, Laura; Spruyt, Bram; Van Avermaet, Piet
Titel	The Weak Position of Reception Education for Newly Arrived Migrant Students in the Educational Field
Quelle	In: British Journal of Sociology of Education, 44 (2023) 2, S.312-330 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Emery, Laura) ORCID (Spruyt, Bram) ORCID (Van Avermaet, Piet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2153649
Schlagwörter	Foreign Countries; Migrants; Migrant Education; Migrant Children; Secondary School Students; Regular and Special Education Relationship; Equal Education; Belgium + Suchen Sie Ihr Suchwort? Ausland; Migrantin; Sekundarschüler; Belgien
Abstract	Despite the group of Newly Arrived Migrant Students (NAMS) being very diverse, their educational outcomes are homogeneous and rather weak in many countries. In Flanders (Belgium) the educational trajectory of NAMS starts in a separate program that prepares them for their transition to regular secondary education. Rather than seeing the outcomes of reception education as the result of the behaviour of individual teachers and students, we argue that this problem should be addressed using a field approach that directs attention to the structural relationships between reception education and regular education. We rely on Bourdieu's agency-structure bridging concept of social fields to reveal this relative position and the implicit assumptions or doxa that sustain it. Administrative data on teachers and students in secondary education, as well as policy texts, the transcripts of 37 interviews with teachers and the fieldnotes from the observations of 28 admission councils were analysed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01