1,721,260 research outputs found
Introduction
Full text linkThis chapter describes the objectives and the overall design of the CHILD-UP project with a view to highlighting its main points of interest. Specifically, it accounts for the reasons foregrounding our research relative to how the enhancement of migrant children’s ability to participate in changing their social and cultural conditions of integration is currently achieved, and the ways this ability is accounted for and engaged with in educational interventions and policies. The chapter also describes the conceptual background of the CHILD-UP research concerning the ways of enhancing and supporting migrant children’s agency in activities that can improve hybrid integration in the education system. The aims of CHILD-UP, as will be shown in the chapter, are to improve policies and interventions, suggesting methods that can be applied in educational institutions across Europe, to support migrant children’s opportunities for participating creatively and autonomously in the production of their education. Finally, the chapter describes the project methodology, a prevalently qualitative inquiry that has been used to investigate the policies and practices of integration of migrant children, the professionals’ and migrant children’s narratives about the education system, the classroom activities facilitating children’s agency and dialogue, and finally interpreting/mediation in parent-teacher interactions
Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools Researching Hybrid Integration Conclusions
Full text linkThe first objective of the final chapter summarises the findings of CHILD-UP field research. Moreover, the implications of CHILD-UP research are discussed with regard to the potential impact of its results for scientific innovation and quality of education practices at local and European levels, by stressing the meanings and the importance of hybrid integration based on children’s exercise of agency. For this purpose, the chapter includes several aspects and consequences of the CHILD-UP research. First, it focuses on findings showing the educational practices as well as acknowledging challenges for these practices. Second, it suggests theoretical and methodological innovation in the ways of investigating the inclusion of children with migration background in the education system, by promoting their agency and hybrid integration. Third, it suggests what can be done to overcome challenges towards better results. Finally, by explaining practices that promote children’s agency and hybrid integration, the chapter suggests ways of achieving educational change and the possible social impact of research findings on educational policies and practices
The conceptual framework
Full text linkThe chapter describes the conceptual framework of the project which combined the concepts of hybrid integration and the facilitation of migrant children’s agency. It deals with the concept that facilitating migrant children’s agency is extremely important for their hybrid integration. Agency is intended as a specific form of participation, based on the choices of action that enable children to promote change in their social contexts. The concept of agency is combined with the concept of facilitation of children’s narratives and non-essentialist theories that challenge the idea of permanent membership of cultural groups to conceive cultural identity as a contingent product of social negotiation in public discourse and interaction. The chapter explains that cultural and ethnic diversity can be conceived as social construction, so that negotiations can produce hybrid identities, i.e. changing and flexible manifestations of cultural identities so that integration can be seen as hybrid integration, based on the interlacing of children’s personal cultural trajectories. Finally, the chapter illustrates how expectations about girls and boys can differ, creating barriers and possibilities in terms of children’s agency. The combination of an agency-based perspective with a gender approach leads to approach gender as a social construction
Structures of expectations in communication involving migrant patients in andrology
No full textThis article presents the analysis of audio-recorded and transcribed medical encounters between andrologists and native and migrant patients with erectile dysfunctions. The article deals with reflexive expectations as basic structures of the medical system, showing that andrologists’ actions contribute to undermine stable reflexive expectations in medical communication. The analysis shows that deficit in treatment of language barriers is only one single indicator of the more general problem of failure in structuring expectations concerning negotiation of information and patients’ contributions. This failure prevents a patient-centred form of communication processes that involves migrant patients
Structural variations of classroom interaction: implications for the education system
No full textLuhmann’s theory allows for a reflection on teaching as interaction system. According to Luhmann, the interaction system of teaching accomplishes the function of the education system, i.e. transforming psychic systems in persons. The education system fixes the social structures of teaching, i.e. conveyance and evaluation of knowledge. However, the unpredictable effects of pupils’ reactions to teaching has led to observe the necessity of a unity of conveyance and evaluation of knowledge on the one hand, and sensitivity for pupils’ participation on the other. Sociological studies and pedagogical reflections have focused on the inclusion of sensitivity in teaching and on the relation between technical and sensitive systems of interaction in local communities and international settings. Sociological research shows that this relation implies a differentiation of structures of interactions. The relevant question is if and how far this differentiation can be pursued in the education system, and with what consequences
Introduction
No full textIntroduzione alla riflessione sugli studi culturali, attraverso la storia e le discipline che li hanno imposti all'attenzione della ricerca
Mediated interactions between teachers and immigrant parents
No full textSince the end of the 90s, Public Service Interpreting (PSI) has been analysed as an interactional achievement (Wadensjö 1998). While the analysis of interpreter-mediated interactions has been conducted in settings as diverse as medical services, courts, and interviews between immigration officers and refugees, very few studies have focused on interpreter-mediated interactions in educational institutions. This chapter concerns interpreting in Italian “multicultural schools”, in which intercultural mediators are employed with the explicit task of integrating management of intercultural communication with interpreting. In particular, it focuses on mediated interactions between teachers and immigrant students’ parents regarding their children’s performance in school and home activities. The chapter aims to shed new light on this issue, drawing on four audio-recorded interpreter-mediated interactions between Italian teachers and Arabic-speaking parents. The opening section immediately below, includes a general introduction to studies in interpreter-mediated interactions. It is followed by a more focused review of studies based on the analysis of interpreter-mediated interactions in Italian schools. The two subsequent sections concern respectively data and methodology description and data analysis. In the final section, conclusions are drawn about interpreter-mediated interactions in schools
New Forms of Intercultural Communication in a Globalized World
No full textCommunication is the basic concept in explaining globalization, Globalization can be observed as the worldwide expansion of a functionally differentiated European society through intercultural communication, In this society, since the 17th century, intercultural communication has assumed the form of a modernist ethnocentrism based on values such as knowledge, pluralism and individualism, During the 20th century, historical changes created the necessity for new forms of intercultural communication, In the last decade of that century, a transcultural form of communication based on dialogue was proposed as a basis for cross-cultural adaptation, a creation of multicultural identities and a construction of a hybrid multicultural society, However, this transcultural form creates paradoxes and difficulties in intercultural communication, mixing the preservation of cultural difference with the search for synthesis, Consequently, a new form of intercultural dialogue, dealing with incommensurable differences and managing conflicts, is needed to create coordination among different cultural perspectives. COPYRIGHT © 2006 SAGE PUBLICATIONS
Introduzione generale: il significato della promozione della partecipazione sociale di bambini ed adolescenti.
No full textFacilitation of adolescents' agency and hybrid integration
Full text linkThis paper is based on a Horizon 2020 research project
on the enhancement of migrant children's ability to
contribute to the change of their conditions of integration
in the education system in seven countries (Children
Hybrid Integration: Learning Dialogue as a way
of Upgrading Policies of Participation, CHILD-UP; GA
822400). The paper draws on data collected in vocational
schools, with adolescents aged 14–16, in Italy. It
draws on transcribed interactions to analyse activities in
school classrooms in which facilitators support migrant
adolescent's agency in producing narratives of their
personal cultural trajectories. The paper shows how
facilitators and adolescents share the rights of telling
the narratives, the gender differences that become visible
in the adolescents' narratives, and the ways in which
facilitation supports the hybrid integration of migrant
adolescents
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