Throughout the last twenty years, following accession to the European Union (EU), legal economic migrants (and their families) have the right to live and work in European member states. Economic migrants who are European citizens of member states now assume immigrant status and co-exist in countries with pre-existing immigrant communities that have affiliations to the former British Empire. With demographic composition changes of immigrant communities in Europe, difference and discrimination of populations from diverse cultural backgrounds has become a focal issue for European societies. A new, multi-ethnic Europe has thus emerged as one context for understanding cultural uncertainties associated with youth and migration at the end of the twentieth century and the start of the twenty first century. These uncertainties are often associated with the impact of new nationalisms and xenophobic anxieties which impact mobility, young people, and their families (Ahmed, 2008; Blunt, 2005). In this dissertation I seek to examine young peoples’ experiences of migration and school exclusion as they pertain to particular groups of immigrant and minority ethnic groups in England. In particular, the study explores the perceptions and experiences of two groups of diverse young people: British ‘minority ethnic’ and more recently migrated Eastern European ‘immigrant’ youth between the ages of 12-16. It provides some account of the ways in which migrant youth’s experiences with both potential inclusion and exclusion within the English educational system, particularly in relation to the comparative and temporal dimensions of migration. Young people’s opinions of inclusion and exclusion within the English educational system are explored in particular, drawing, in part, upon the framework of Critical Race Theory (CRT) and other theoretical positions on ethnicity and migration in order to paint a picture of contemporary race relations and migration in Buckinghamshire county schools. The methodological approach is ethnographic and was carried out using qualitative ethnographic methods in two case secondary schools. The experiences and perceptions of 30 young people were examined for this research. Altogether, 11 student participants had Eastern European immigrant backgrounds and 19 had British minority ethnic backgrounds (e.g. Afro Caribbean heritage, Pakistani/South Asia heritage, and African heritage). The methods used to elicit data included focus groups, field observations, diaries, photo elicitation, and semi-structured interviews. Pseudonyms are used throughout to ensure the anonymity of participants and to consider the sensitivity of the socio-cultural context showcased in this dissertation. Findings of the study revealed that Eastern European immigrants and British minority ethnic young people express diverse experiences of inclusion and exclusion in their schooling and local communities, as well as different patterns of racism and desires to be connected to the nation. The denial of racism and the acceptance of British norms were dominant strategies for seeking approval amongst peers in the Eastern European context. Many of the Eastern European immigrant young people offered stories of hardship, boredom and insecurity when reflecting on their memories of post-communist migration. In contrast, British minority ethnic young people identified culture shock and idealised diasporic family tales when reflecting on their memories of their families’ experiences of post-colonial migration. In the schooling environment both Eastern European immigrants and British minority ethnic young people experienced exclusion through the use of racist humour. Moreover, language and accents formed the basis for racial bullying towards Eastern European immigrant young people. While Eastern European immigrant youths wanted to forget their EU past, British minority ethnic young people experienced racial bullying with respect to being a visible minority, as well as in relation to the cultural inheritance of language and accents. The main findings of the research are that British minority ethnic young people and Eastern European immigrant young people conceptualise race and race relations in English schools in terms of their historical experiences of migration and in relation to their need to belong and to be recognised, primarily as English, which is arguably something that seems to reflect a stronghold of nationalist ideals in many EU countries as well as the United Kingdom (UK). Both of these contemporary groups of young people attempted both, paradoxically, to deny and accept what seems to them as the natural consequences of racism: that is racism as a national norm. The findings of this study ultimately point towards the conflicts between the politics of borderland mentalities emerging in the EU and the ways in which any given country addresses the idea of the legitimate citizen and the ‘immigrant’ as deeply inherited and often sedimented nationalist norms which remain, in many cases, as traces of earlier notions of empire (W. Brown, 2010; Maylor, 2010; A. Pilkington, 2003; H. Pilkington, Omel'chenko, & Garifzianova, 2010).

In China, the so-called “tidal wave” of rural-urban migrant workers since the early 1980s has created unique challenges for the government, one being migrant children's education in cities. In 2001, the central government adopted a policy of “two priorities” (liangweizhu) towards the provision of compulsory education for these children, where the two areas of focus would be management by local governments in receiving areas – which, in the case of municipalities like Beijing, refers primarily to the municipal and district governments – and education in public schools. This decentralization of responsibilities, however, has created space for differential policy implementation, and, in Beijing, this has meant that many migrant children still attend poor quality, often unlicensed migrant schools that are vulnerable to government closures and demolition. Though migrant children's education is attracting increasing government and societal attention, the effects of decentralization on privately-run migrant schools and their students remain largely unexplored. In light of the policy of “two priorities,” this thesis highlights the development of two trends in Beijing: 1) the emergence of variation between district policy approaches and 2) increased civil society involvement. Using Haidian, Shijingshan, and Fengtai districts as cases, this study draws on evidence from qualitative interviews and policy document analysis to examine the interaction between these two trends and the consequences for migrant schools. It addresses critical questions concerning how policy implementation operates in an increasingly important but complex policy area and why, including the roles of policy history and local context, and illustrates that the municipal and district-level policy approaches shape the situations of migrant schools and their students directly and indirectly (through their impact on civil society). These findings shed light on the complexities of the implementation process and the implications for trends in social stratification, creating a stronger foundation upon which to improve educational opportunities for migrant children in Beijing.

No description available.

Globalisation, a major aspect of English foreign language (EFL) education in the twenty-first century, can be described as the worldwide circulation of goods, services, and capital as well as information, ideas, and people. EFL educators encounter relentless demands to shift their positions, perspectives, and identities, and to assume many roles because they must accommodate new cultures and people in order to teach in their chosen field. We also have to accommodate differences in ideologically constructed representations of our roles as educators in terms of culture, class, gender, race, and religion within their various contexts. Thus, it can be difficult to determine exactly what one's role is in the context of globalisation. Using an analytic, auto-ethnographic, and naturalistic research design, I purposefully selected five EFL educators (six, including me) and investigated how we fit/belong at IPRIS, what our perceived roles as EFL educators are, and how our roles as EFL educators in full relate to globalisation. Bourdieu's experiences in Algeria, his theories arising from them, and Bhabha's notion of the third space, which is synchronistic with postcolonial theory, formed my theoretical framework. I collected data through interviews, reflexive journal, and critical incidents that were member checked to ensure trustworthiness. The inductively oriented data analysis yielded the themes and categories that are the foundation of this research. The emergent findings in this research were key in showing how the backgrounds of the participants positioned each of us so differently one from another as EFL educators. The varied ways in which the participants have discerned their roles as individuals and as EFL educators unfolded. The explicit commentary of all the participants in this study (including me) reflected a deep commitment to the needs of the students at IPRIS as we expressed our views on our roles. This research revealed the knowledge that I have built concerning myself, both in my context and in relation to others, by investigating the spaces in between coming and going, participant and researcher, educator and administrator; it has helped to reveal the fault-line spaces that shift in perspective and has thus helped me find my fit/belonging. The flipped researcher-participant roles allowed me to explain and further interrogate my own views of my role at IPRIS, as the primary participant, in relation to the secondary participants' perceptions of their roles. This research has also revealed both the positioning of the EFL educator and the space that English occupies globally, in which it has an opposing logic that sometimes results in hybridisation. The secondary participants' comments in this study reflected their perception that they needed to bring information from their prior experiences, both as educators and as people living in the world, to bear on their primary role of teaching English to Turkish students. Thus, none of the participants felt that they were enabled in their role, as all reported that they needed to add old experiences with the new in order to teach their assigned students and to navigate the terrain at IPRIS. Drawing from the definition of globalisation in the literature, I was also able to use the participants' current perceptions of the role of English as a global language to reveal their relationship to globalisation. As a result of my thesis research, I can recommend the use of analytic auto-ethnography as a form of professional development and evaluation. The degree of reflexivity involved can enable EFL educators at IPRIS and elsewhere to raise their own awareness of other people and of their institutional and cultural contexts.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A pesquisa Escolas Bilíngues de Fronteira: inclusão de discentes venezuelanos nas escolas da área urbana de Pacaraima, buscou analisar a inclusão social de discentes que diariamente cruzam a linha de fronteira, matriculados em escolas participantes do Programa Escolas Bilíngues de Fronteira, no município de Pacaraima no estado de Roraima. A pesquisa, sob a luz das teorias da identidade, pluralidade cultural e inclusão no sistema educacional brasileiro, identifica as políticas públicas implantadas no sistema de ensino que consideram a inclusão social destes discentes, contextualizando o papel da escola face à pluralidade cultural, analisando as práticas curriculares desenvolvidas no contexto da sala de aula. Como procedimentos metodológicos, fez-se uma busca documental em órgãos como: Prefeitura Municipal de Pacaraima; Secretaria de Educação Municipal de Pacaraima; nas escolas cadastradas no Programa Escolas Bilíngues de Fronteira da área urbana de Pacaraima, junto as respectivas secretarias, com acesso às matrículas dos discentes; no Instituto Brasileiro de Geografia e Estatística; além do levantamento de dados do Censo Escolar, através do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. A pesquisa de campo ocorreu através da observação participativa nas escolas municipais Alcides da Conceição Lima e Casimiro de Abreu, que fazem parte do Programa Escolas Bilíngue de Fronteira, do qual se fez uso do método indutivo, analisando e descrevendo as ações quanto a inclusão dos discentes venezuelanos no contexto escolar e na sala de aula, durante o processo ensino aprendizagem. Detectou-se que, desde 2009, o Programa Escola Bilíngue de Fronteira, nesta cidade, não vem sendo executado, ocasionado por problemas políticos e econômicos, no entanto mais de 30% dos discentes das duas escolas cruzam a linha de fronteira para estudar no Brasil. A identidade nacionalista do discente venezuelano se faz presente nas atividades desenvolvidas em sala de aula, mas não é ressaltado no ambiente escolar. O processo inclusivo ocorre em todas as esferas do setor educacional, desde o gestor municipal que custeia o translado até a receptividade dispensada pelo docente, que o acolhe com respeito, ocorrendo um convívio harmônico entre discentes/discentes e docentes/discentes. / The research "Frontier Bilingual Schools: inclusion of Venezuelan students in schools of urban area Pacaraima", aimed to analyze the social inclusion of students who daily cross the border line, enrolled in schools participating in the Bilingual Schools Program Frontier in Pacaraima, a small town in the state of Roraima. The research, according to identity, cultural diversity and inclusion theories in Brazilian educational system, identifyes the public policies implemented in the education system that consider the social inclusion of these students, contextualizing the role of the school in the face of cultural diversity, analyzing the curricular practices developed in the context of the classroom. As methodological procedures, there was a documental search in public agencies such as: Pacaraima City Hall; Municipal Department of Education Pacaraima; in schools enrolled in the Bilingual Schools Program Frontier urban area of Pacaraima, with their secretariats, with access enrollment of students; the Brazilian Institute of Geography and Statistics; in addition to the School Census data collection, through the National Institute of Educational Studies Anísio Teixeira. The field research was through participant observation in municipal schools Alcides da Conceição Lima and Casimiro de Abreu, which are part of the Bilingual Schools Program Frontier. We used inductive method, analyzing and describing the actions as the inclusion of students Venezuelans in the school context and in the classroom during the learning process. It was found that since 2009 the Bilingual School Programme Border, in this city is not running, caused by political and economic problems, however more than 30% of students of the two schools cross the border line to study in Brazil. The nationalist identity of the Venezuelan student is present in the activities developed in the classroom, but is not emphasized in the school environment. The inclusive process occurs at all levels of the education sector from the municipal manager who pays the transportation to the receptivity dispensed by the teacher, who hosts with respect, experiencing a harmonious coexistence between students students and teachers/students.

No description available.

Atualmente, é notável a expansão do oferecimento de aulas de inglês para crianças pequenas no Brasil. As modalidades disponíveis no mercado são variadas e os pais que se interessam por elas podem optar por cursos específicos de língua estrangeira, escolas internacionais, bilíngues, ou até mesmo escolas regulares que ofereçam aulas de inglês incluídas em suas grades curriculares. De qualquer maneira, todas elas são acessíveis quase que exclusivamente por meio do ensino privado. Ancorados nos pressupostos da Análise do Discurso desenvolvidos na França (Pêcheux, 1975), e no Brasil (Orlandi, 2001; Coracini, 1998),analisamos as representações de criança, língua estrangeira e ensino de língua estrangeira presentes nos dizeres da legislação brasileira, da mídia (reportagens e sites institucionais) e de coordenadoras da área, buscando compreender de que forma as justificativas da inclusão desse componente curricular se materializam e com quais sentidos se relacionam. Esta análise nos permitiu depreender certas regularidades nos sentidos: em primeiro lugar, as representações de criança veiculam duas perspectivas dominantes: a de um ser passivo, que aprende rápido por não realizar processos mentais complexos e uma outra relacionada à ideia de um trabalhador em potencial. Em segundo lugar, quanto às representações de ensino de LE, há dizeres que referem o processo de aprendizagem como absorção, ou, então, modelagem de comportamentos. As representações de LE, por sua vez, remetem majoritariamente a um sentido de garantia de sucesso da vida profissional. Finalmente, pudemos concluir que a prática do ensino de inglês para crianças emerge de uma cadeia discursiva cujos sentidos estão maciçamente alinhados com os dizeres do mercado neoliberal. A análise das justificativas pedagógicas do ensino de inglês para crianças tornou-se, uma análise das projeções da criança no mercado de trabalho e da naturalização da lógica capitalista para a formação e preparação das crianças de elite. Assim, parece que o mais cedo do aprendizado linguístico coincide com o mais cedo da aceitação das práticas do mercado na educação e também da euforização da produtividade, excluindo, até da mais precoce infância, o acesso ao ócio ou a não-obrigatoriedade da produção. / Currently there is a remarkable expansion of English courses for young children in Brazil. There are several modalities available and among them parents may choose from foreign language courses, international and bilingual schools up to schools where English classes are provided in their curricula. Nevertheless, they are all available almost exclusively through private education. Relying on Discourse Analysis assumptions (Pêcheux, 1975; Orlandi, 2001; Coracine, 1998), we have analyzed the representations of children, foreign language and foreign language teaching in the utterances of Brazilian legislation, in the media (reports and institutional sites) as well as in pedagogical coordinators talk, aiming at understanding how the justifications for the inclusion of this curricular component materialize in the discourse, and what senses they relate to. The analysis enabled us to identify certain sense regularities. Firstly, representations of children point to two dominant meanings: one which refers to the belief that they learn fast because they do not perform complex mental processes, and another related to the fact that they are potential workers. Regarding the representations of English teaching, the sayings refer to the learning process as absorption or behavior modeling. The second one concerns representations of English that refer mostly to its sense as a guarantee of success in professional life. Finally, we concluded that the practice of teaching English to children emerges from a discursive chain whose senses are overwhelmingly aligned with the utterances of the neoliberal market. Our analysis of the justifications for teaching English to school children has revealed itself the analysis of projections of the child into the labor market and the naturalization of capitalist logic in the education and the upbringing of elite children. Thus, it seems that the \"early\" language learning coincides with the \"early\" acceptance of market practices in education, as well as the valorization of productivity, preventing, from the earliest childhood, access to idleness or the right to non-compulsory production engagements.

Atualmente, é notável a expansão do oferecimento de aulas de inglês para crianças pequenas no Brasil. As modalidades disponíveis no mercado são variadas e os pais que se interessam por elas podem optar por cursos específicos de língua estrangeira, escolas internacionais, bilíngues, ou até mesmo escolas regulares que ofereçam aulas de inglês incluídas em suas grades curriculares. De qualquer maneira, todas elas são acessíveis quase que exclusivamente por meio do ensino privado. Ancorados nos pressupostos da Análise do Discurso desenvolvidos na França (Pêcheux, 1975), e no Brasil (Orlandi, 2001; Coracini, 1998),analisamos as representações de criança, língua estrangeira e ensino de língua estrangeira presentes nos dizeres da legislação brasileira, da mídia (reportagens e sites institucionais) e de coordenadoras da área, buscando compreender de que forma as justificativas da inclusão desse componente curricular se materializam e com quais sentidos se relacionam. Esta análise nos permitiu depreender certas regularidades nos sentidos: em primeiro lugar, as representações de criança veiculam duas perspectivas dominantes: a de um ser passivo, que aprende rápido por não realizar processos mentais complexos e uma outra relacionada à ideia de um trabalhador em potencial. Em segundo lugar, quanto às representações de ensino de LE, há dizeres que referem o processo de aprendizagem como absorção, ou, então, modelagem de comportamentos. As representações de LE, por sua vez, remetem majoritariamente a um sentido de garantia de sucesso da vida profissional. Finalmente, pudemos concluir que a prática do ensino de inglês para crianças emerge de uma cadeia discursiva cujos sentidos estão maciçamente alinhados com os dizeres do mercado neoliberal. A análise das justificativas pedagógicas do ensino de inglês para crianças tornou-se, uma análise das projeções da criança no mercado de trabalho e da naturalização da lógica capitalista para a formação e preparação das crianças de elite. Assim, parece que o mais cedo do aprendizado linguístico coincide com o mais cedo da aceitação das práticas do mercado na educação e também da euforização da produtividade, excluindo, até da mais precoce infância, o acesso ao ócio ou a não-obrigatoriedade da produção. / Currently there is a remarkable expansion of English courses for young children in Brazil. There are several modalities available and among them parents may choose from foreign language courses, international and bilingual schools up to schools where English classes are provided in their curricula. Nevertheless, they are all available almost exclusively through private education. Relying on Discourse Analysis assumptions (Pêcheux, 1975; Orlandi, 2001; Coracine, 1998), we have analyzed the representations of children, foreign language and foreign language teaching in the utterances of Brazilian legislation, in the media (reports and institutional sites) as well as in pedagogical coordinators talk, aiming at understanding how the justifications for the inclusion of this curricular component materialize in the discourse, and what senses they relate to. The analysis enabled us to identify certain sense regularities. Firstly, representations of children point to two dominant meanings: one which refers to the belief that they learn fast because they do not perform complex mental processes, and another related to the fact that they are potential workers. Regarding the representations of English teaching, the sayings refer to the learning process as absorption or behavior modeling. The second one concerns representations of English that refer mostly to its sense as a guarantee of success in professional life. Finally, we concluded that the practice of teaching English to children emerges from a discursive chain whose senses are overwhelmingly aligned with the utterances of the neoliberal market. Our analysis of the justifications for teaching English to school children has revealed itself the analysis of projections of the child into the labor market and the naturalization of capitalist logic in the education and the upbringing of elite children. Thus, it seems that the \"early\" language learning coincides with the \"early\" acceptance of market practices in education, as well as the valorization of productivity, preventing, from the earliest childhood, access to idleness or the right to non-compulsory production engagements.

在全球化之今日，英語之重要性已不可同日而語，而伴隨著教育改革及教育選擇權之開放，私立雙語小學也漸漸成為家長之選擇之一，越來越多的家長放棄學區學校，開始作出私立雙語小學之選擇。為探究家長為其子女選擇私立雙語小學就讀之因，本研究先以Ajzen之計畫行為理論(Theory of Planned Behavior)為基底，根據本研究之目的，做出些微修改後擬定訪談搞，以半結構訪談方式面對面與選擇私立雙語小學家長進行晤談，之後，再以樣板式分析方法進行分析。分析之結果除了計畫行為理論之中之態度、主觀規範與行為控制知覺之外，研究者認為根據本研究之目的，應再增列學習關鍵期，故研究之結果以四大方向呈現。（一）態度：在態度方面以家長之擔憂與私立小學之對策、台灣大環境之社會問題以及家長個人之內在因素為三大影響家長選擇私立雙語小學之因，（二）主觀規範：影響家長之重要他人主要分為兩類探討之，分別為專業人士以及身邊有相關經驗之重要他人，（三）行為控制知覺：家長所持之外部資源（主要為經濟能力）與其本身之自我效能，以及（四）童年決定論：家長所關心關鍵學習期之學習議題。最後針對本研究之結果作出討論與建議，希望能透過本研究，提供台灣教育另一參考面向。 / Language ability plays an important role in the era of globalization and, instead of the schools in the school district, parents start considering bilingual schools as their educational choice for their children. The aim of this study, therefore, was to identify parental rationales for choosing bilingual schools. A qualitative case study approach was used to gain an understanding of parents’ decision-making process. The research participants were eight Taiwanese parents who made the choices of sending their children into private bilingual primary schools. The parents were interviewed by a semi-structured interview method. The interview transcripts were analyzed using template analysis based on Ajzen’s Theory of Planned Behavior. The results of data analysis revealed that parents’ rationales for choosing bilingual schools were categorized in four main dimensions and smaller parts for each: (a) Attitude: the policies of private bilingual primary schools toward the concern of parents, the problems of Taiwan social environment and parents’ intrinsic negative tendency are the three main factors which impact parents’ attitude toward private bilingual primary schools (b) Subjective norms: advice from the experts and significant others (c) Perceived behavioral control: accessible control beliefs (family finance condition) and parents’ self-efficacy (d) Critical learning period: learning issues that concern parents in critical learning period.

The theme of this dissertation thesis is the relation of bilingual education and educational projects aimed at European issues. The research part was conducted at bilingual upper secondary schools in the Czech Republic, Germany and Great Britain (Wales). In the thesis the themes such as European politics, intercultural dialogue, international peace, human rights, humanitarian aid and language education are primarily included into European issues. The empirical research was deliberately realized at bilingual schools, where the instruction is delivered throught the medium of two languages. With regard to this fact a frequent participation at educational projects with European focus (European projects) was anticipated at these schools. European projects are often interconnected with the laguage studies. In recent years education projects have been an important part of the curriculum in Czech, German and British environment and they play a vital role in education context. The projects enrich the bilingual instruction from both methodical and content perspective and enable launching cooperation between schools and other partner institutions. Bilingual education has lately been supported by international educational strategies aimed at cultural biodiversity and multilingualism. In European Union The...