Literaturnachweis - Detailanzeige
Autor/inn/en | Pinson, Halleli; Arnot, Madeleine |
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Titel | Local Conceptualisations of the Education of Asylum-Seeking and Refugee Students: From Hostile to Holistic Models |
Quelle | In: International Journal of Inclusive Education, 14 (2010) 3, S.247-267 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-3116 |
Schlagwörter | Holistic Approach; Refugees; Foreign Countries; Student Needs; School Districts; Case Studies; Ethics; Inclusive Schools; Social Environment; Social Influences; Educational Environment; Government Role; Federal Legislation; English (Second Language); Minority Groups; Racial Factors; Children; Cultural Pluralism; United Kingdom Holistischer Ansatz; Flüchtling; Ausland; School district; Schulbezirk; Case study; Fallstudie; Case Study; Ethik; Inclusive school; Integrative Schule; Soziales Umfeld; Sozialer Einfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bundesrecht; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnische Minderheit; Child; Kind; Kinder; Kulturpluralismus; Großbritannien |
Abstract | Sociological research on the presence and yet invisibility of asylum-seeking and refugee pupils in the educational system in the UK is noticeably absent. This article offers insights into the ways in which the presence and the needs of such pupils are conceptualised by local authorities and schools. It draws on the results of a survey of 58 English local authorities and qualitative data from three case studies of LEAs and a sample of their schools. The ethical position adopted by officials and teachers in these three sites offers a compassionate model of social inclusion based on a holistic approach to the asylum-seeking and refugee child. It contrasts with the restrictive and often hostile government stance on immigration, asylum and integration. (Contains 16 notes.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |