8 "The several challenges of migration and education" - Miquel Andrès Essomba, Josep Guardiola, Katia Pozos and Anna Tarrés
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“The several challenges
of migration and
8
education”
Miquel Andrès Essomba,
Josep Guardiola,
Katia Pozos and Anna Tarrés
13/05/2021
THE SEVERAL CHALLENGES OF
MIGRATION AND EDUCATION
Universitat Autònoma de Barcelona
1
THE TEAM ◦ ESSOMBA, Miquel ◦ GUARDIOLA, Pep ◦ POZOS, Katia ◦ TARRÉS, Anna
EUROPEAN CONTEXT
SPANISH AND CATALAN CONTEXT
SCHOOL PATHWAYS OF MIGRANTS
MIGRANTS AND UNIVERSITY
3
Education and migration
in Europe. The impact of
political integration and
globalization.
Miquel Àngel Essomba
4
Council
conclusions
Green paper 2009
2008
Common
basic
Directive principles
1977 2004
5
Council Directive 77/486/EEC of 25 July
1977 on the education of the children of
migrant workers instrumental
◦ Children’s schooling
◦ Free tuition
◦ Host country language
learning
◦ Mother tongue learning
◦ Teacher training
6
Common Basic Principles for Immigrant Integration Policy in the EU (2004) ◦ Basic knowledge of the integration host society's language, history, and institutions is indispensable to integration; enabling assimilation immigrants to acquire this basic knowledge is essential to successful integration 7
Common Basic Principles for
Immigrant Integration Policy in
the EU (2004) Full
citizenship
◦ Efforts in education are
critical to preparing
immigrants, and
particularly their Labour
market
descendants, to be more
successful and more
active participants in
society.
8
◦ Host language and heritage language
◦ Targeted suport
Green Paper -
Migration & ◦ Mentoring and tutoring
mobility: ◦ Partnership with parents’ associations
challenges and ◦ Pres-school education
opportunities for
◦ Second chance educaton
EU education
(2008) ◦ Adult education
◦ Integration
◦ Intercultural education
9Council ◦ Anti-discrimination strategies
conclusions of ◦ Permeability of education pathways
26 November ◦ Quality of provision
2009 on the
◦ Individual suport
education of
children with a ◦ Curriculum relevance
migrant ◦ Teachers’ adaptation
background ◦ Community approach
10From 2011
on...
11◦ Educational support to newly arrived migrant
children
◦ Promoting multilingualism among immigrants
A Clear
◦ Vocational education and training to counter
Agenda for social exclusion
Migrant ◦ School concentration
Education in ◦ The face of diversity: How to increase the
Europe representation of people with a migrant
2015 background in education
◦ Teacher training and professional capacity
◦ Mentoring in education
12◦ Refugee education
◦ Digitalisation after covid-19
New
◦ Roma education
challenges
◦ Youth skills
comming...
◦ New EU Integration processes
◦ Euro-mediterranean borders
13Immigration policies (Spain/Catalonia)
University: research and activism
From multiculturalism to Anti-racism
Josep Guardiola Salinas
14Some facts about
immigration
Spain
Catalonia
15Some facts about immigration
According to the UN, 6,104,203
immigrants live in Spain,
which represents 12.9% of the
Spanish population.
The foreign population resident in
Spain Catalonia is 1,260,619 people on 1
January 2020 and represents 16.2% of
the Catalan population.
Catalonia
16Immigration
policies:
From control
to
integration
17Spain/
Catalonia
Citizenship and
Migration Plan.
Catalonia
18From research
to action!
Our
expertise on
immigrationSome
Challenges
for
CataloniaInterculturalism
VS Anti-Racism
21School trajectories
of immigrant teenagers
Newly arrived migrant students (NAMS) and school
engagement in disadvantaged contexts in Catalonia.
The role of out school
Anna Tarrés
22“The most vulnerable immigrants from an
educational point of view are those who
arrive late in age; they cannot speak the language
of the host country; and come from a country
where the education system is of low quality”
(OECD, 2012)
23Which elements come
together to facilitate the
NAMS’s continuation of
studies in economically
vulnerable contexts?
24Organized in 3 focus
Which ◦ Focus on class, gender & migratory status -
elements come intersectional elements.
together to facilitate ◦ Focus on the interrelationship inside / outside
the NAMS’s classroom - School engagement (Frederiks,
continuation of Blumenfeld & Paris, 2004) and institutional
studies in habitus (Bourdieu; Reay, 1998)
economically
vulnerable contexts? ◦ Focus on the treatment of subjectivity - Life
course studies (Clausen, 1998)
School trajectories of immigrant
teens. Anna Tarrés, UAB
Concepts: Equity; School engagement & Educability
25WORK STAGE 3: WORK STAGE 1:
Qualitative 2017-2019 2015-2016
Longitudinal Retrospective
methodology interviews (20
Fieldwork
interviews (10
and research
NAMS) NAMS)
techniques
School trajectories of immigrant
teens. Anna Tarrés, UAB
WORK STAGE 2: 2016-2017
Ethnography (3 High schools)
26Female educational trajectories
Case 1: Case 2: Case 3:
The study of Badra, the Aixa, Badia, the
the life’s progression progression as progression
course. despite the the only despite the
rejection: activity identity crisis:
Contributions
allowed:
from observed "At first it was "You're like if
trajectories suffocating" "I just went to you stay on a
the Casal*” bridge"
School trajectories of immigrant
teens. Anna Tarrés, UAB * An extracurricular
activity that mixes
educative support and
leisure.Female educational trajectories
The study of
the life’s
course.
Case 1:
Contributions
from observed Badra
trajectories
School trajectories of immigrant
teens. Anna Tarrés, UABMale educational trajectories
Case 4: Case 5: Case 6:
The study of Ranjit, the Moha, the
Abdul, the
the life’s progression in progression to progression
course. labor overcome despite the
unwanted multiple
Contributions socialization:
occupations: interruptions:
from observed "I wanted to
trajectories have my own ”I study to have "Surviving, you
company from a good job“ know?"
School trajectories of immigrant
teens. Anna Tarrés, UAB
the beginning"Male educational trajectories
The study of
the life’s
course.
Case 4:
Contributions
from observed Abdul
trajectories
School trajectories of immigrant
teens. Anna Tarrés, UAB“
The story and graphic representation of the
studied trajectories show the contradictions
and dilemmas that NAMS develop in their
encounter with the new society and in
relation to the social variables of social class,
gender, cultural origin and migratory status.
School trajectories of immigrant teens.
Anna Tarrés, UAB“
Trajectory study shows the
importance of educational
organizations, inside and outside
school environment, as channels of
expectations, guidance, practical and
emotional support, in connection with
the importance of educational
engagement.
School trajectories of immigrant teens.
Anna Tarrés, UAB“
So which elements come together to
facilitate NAMS studies in economically
vulnerable contexts?
A non-discriminatory environment
Educational opportunities & Community suport
ICTs autonomous use
Thanks! School trajectories of immigrant teens.
Anna Tarrés, UABUniversity trajectories of immigrant
university professionals,
from own experience
(storytelling)
Katia Pozos P.
34WHY DO
PEOPLE
MIGRATE?
35Please…
WHY?
Go to www.menti.com and
use the code 2639 0699
36
Live results: https://www.mentimeter.com/s/0c5a3b7dcd0f4d36acdec1ed2711022a/84448fd200efWHY?
37
Live results: https://www.mentimeter.com/s/0c5a3b7dcd0f4d36acdec1ed2711022a/84448fd200efWHY?
38
Live results: https://www.mentimeter.com/s/0c5a3b7dcd0f4d36acdec1ed2711022a/84448fd200efWHY DID I…?
PUSH FACTORS: Voluntarily…
✓ To pursue a better education
(Get a PhD degree)
✓ To have a better live quality.
✓ To live in a country with less violence
and corruption.
✓ To avoid specially gender discrimination
and sexism in daily life and professional life.
✓ To expand the boundaries of my
knowledge and experience in order to help
others through education and research.
39
Live results: https://www.mentimeter.com/s/0c5a3b7dcd0f4d36acdec1ed2711022a/84448fd200efWHY DID I…?
PULL FACTORS:
✓ Study opportunities in Europe.
✓ A full scholarship that allowed me to
pay for my studies and live in Spain
✓ A better life in more advanced
countries (EU).
✓ Immersion and direct contact with
different teachers, researchers and
experts in education and social
pedagogy.
✓ ….
40
Live results: https://www.mentimeter.com/s/0c5a3b7dcd0f4d36acdec1ed2711022a/84448fd200efThe ideal of
studying and
living in Europe!
41…to
Barcelona
From Mexico
City
4243
44
45
46
Once in Barcelona…
47But my real dream…
48…was to arrive at the University
49Having my firsts experiences in teaching,
research and social action…
50Research… Reflection…. Action!!!
51Research… Reflection…. Action!!!
52And of
course my
PhD
Thesis!!!!
53I have learnt, from my
own experience that…
https://en.unesco.org/gem-report/report/2019/migration
54My integration process…
But the integration
process was not heaven
in earth always, even if
you are a “Highly
Educated Migrant…”
55My integration process…
Before During Now
PHYSICAL &
EMOTIONAL HEALTH
MOTIVATION
SEXUAL HARASSMENT
Nationality:
LEARNING right to vote
2020…
STRENGTH
Long-term residence
ATTITUDE
CONVICTION
application
Student
RESILIENCE
Visa Marriage: stops
2005 DOUBTS expulsion, as
FEAR Expulsion family member
Student order 2019 of EU citizen !!!
Visa 2010 / Work permit only as researcher
2005 – 2019: 14 years to achieve legal status / Nationality !!!
56Before closing, some interesting facts…
https://refugeesmigrants.un.org/infographics 57Before closing, some interesting facts…
58Before closing, some interesting facts…
59THANKS!
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