scholarly journals ‘He Has a Better Chance Here, So We Stay’. Children’s Education and Parental Migration Decisions

2021 ◽  
pp. 67-85
Author(s):  
Magdalena Ślusarczyk ◽  
Agnieszka Małek
Keyword(s):  
Risk Society ◽  
Structured Interviews ◽  
Educational Support ◽  
Children's Education ◽  
Parental Migration ◽  
Life Chances ◽  
Migration Decisions ◽  
Children’S Education ◽  
Polish Migrants ◽  
Norwegian Education

AbstractIn our chapter we take the concept of agency and apply it to migrants’ search for a safe present and a good future for their children, who face the global challenges of living in a risk society. Our analysis draws on biographical, semi-structured interviews conducted with Polish migrants living in the capital area of Norway. The findings of our research show that, although the labour market and good living conditions are important for Polish migrants while taking migration decisions, it is their children’s education that frequently transforms a temporary stay into a permanent one. We argue that Polish migrant parents adopt the strategy of ‘purchasing’ education, which they consider to be more beneficial due to the principles and values of the Norwegian welfare state (especially equality and educational support). In our research we found that the interviewees consider a Norwegian education as a ‘currency’, a credential in the sense that it will give their children access to further studies and/or better jobs. We focus on the migrant strategies, which often take the character of ‘escaping forward’ in an attempt to increase the life chances of their children.

scholarly journals ¿Educación o desintegración? Parental Migration, Remittances and Left-behind Children's Education in Western Guatemala

2016 ◽  
Vol 48 (3) ◽  
pp. 565-590
Author(s):  
JASON DAVIS
Keyword(s):  
United States ◽  
Human Capital ◽  
The United States ◽  
Earned Income ◽  
Parental Absence ◽  
Children's Education ◽  
Parental Migration ◽  
Left Behind ◽  
Economic Migration ◽  
Children’S Education

AbstractMany Guatemalan parents migrate to the United States with the intention of returning earned income to improve the human capital prospects of their left-behind children. This laudable goal is achieved by many – arguably benefiting girls more than boys. However, negative international migration externalities including migration failure, familial abandonment, psychosocial harms and a culture of migration that disproportionally limits the educational prospects of boys need to be considered. Based on qualitative field interviews in western Guatemala with parents and educators, this article presents a nuanced view of economic migration and left-behind children's education, capturing both its remittance-related benefits and parental absence harms.

scholarly journals O processo de inclusão de crianças com deficiência na educação infantil / Inclusion of Students with Disability in Children’s Education

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Antonia Zelina Resplandes de Souza ◽  
Thelma Helena Costa Chahini
Keyword(s):  
Gifted Students ◽  
Autism Spectrum ◽  
Educational Process ◽  
Federal Law ◽  
Structured Interviews ◽  
Children's Education ◽  
Children With Disability ◽  
Adequate Education ◽  
Children’S Education ◽  
Spectrum Disorders

ABSTRACTIncluding students with disability in Children’s Education requires an adequate specific educational qualification, commitment and effort of all professionals involved in the educational process. The challenge to promote a good quality and adequate education to students with disability, autism spectrum disorders and high abilities and/or gifted students on all levels in Children’s Education in Maranhão. This study aims to investigate, thru semi structured interviews among 23 participants, concluded that due to lack of operationalization of current federal law, the schools/professionals are not prepared to include children with disability in Children’s Education in Maranhão.RESUMOIncluir crianças com deficiência na Educação Infantil requer, além de uma qualificação adequada às necessidades educacionais específicas dessas crianças, o compromisso e o comprometimento de todos os profissionais envolvidos no processo educacional, bem como a desconstrução das concepções e atitudes existentes em relação a essa temática, como, no caso, o preconceito, o estigma, o assistencialismo, dentre outros. Um dos grandes desafios da educação na atualidade é proporcionar uma educação de boa qualidade e adequada aos educandos com deficiência, transtornos do especto autista e altas habilidades e/ou superdotação em todos os níveis de ensino. Neste sentido, este estudo teve por finalidade investigar o processo de inclusão de crianças com deficiência na Educação Infantil Maranhense. Desenvolveu-se uma pesquisa exploratória, descritiva. Ao todo, foram 23 participantes. Sendo 11 professores, 03 Coordenadores e 9 Gestores da Educação Infantil. Todos pertencentes ao sexo feminino, com faixa etária de 33 a 67 anos de idade. Os instrumentos de Coleta de Dados compreenderam entrevistas semiestruturadas. Os resultados apontam a não operacionalização da Legislação Federal vigente, visto que as escolas pesquisadas, juntamente com seus profissionais, não se encontram preparadas para a inclusão de crianças com deficiência na Educação Infantil. Ressalta-se a urgência na efetivação das Diretrizes Legais na Educação Infantil, visando incluir e acolher todas as crianças de forma plena, com ou sem deficiência.

“What I Want to Do as a Father Is Be There”: Constructions of School Involvement for Fathers of Children with Complex Disabilities

2019 ◽  
Vol 44 (3) ◽  
pp. 153-168
Author(s):  
Nadya Pancsofar ◽  
Jerry G. Petroff ◽  
Shridevi Rao ◽  
Alyssa Mangel
Keyword(s):  
School Experiences ◽  
School Involvement ◽  
Structured Interviews ◽  
School Environments ◽  
Children's Education ◽  
School Settings ◽  
Children’S Education

Fathers of children with complex disabilities can play an important role in the development and learning of their children; however, very little is known about their school involvement experiences. We conducted semi-structured interviews with 15 fathers of children with complex disabilities to learn how these fathers perceived their involvement in their children’s education and schooling. Fathers constructed their school involvement with a consideration of their work and co-parenting experiences. Their employment was perceived as a form of indirect involvement in their children’s education, but could also be associated with barriers to more direct school involvement. Fathers also discussed the role of the co-parenting relationship in their school experiences and identified several factors that contributed to a greater involvement of mothers in school settings. Among these were a perceived unique expertise of mothers and school environments that were more welcoming to mothers. They also discussed some potentially negative ramifications of being less involved in school settings, compared with mothers.

scholarly journals Reframing Parental Involvement as Social Engagement: A Study of Recently Arrived Arabic-Speaking Refugee Parents’ Understandings of Involvement in Their Children’s Education

2021 ◽  
Vol 44 (2) ◽  
pp. 371-404
Author(s):  
Jerome Cranston ◽  
Shauna Labman ◽  
Stephanie Crook
Keyword(s):  
Academic Success ◽  
Parental Involvement ◽  
Language Proficiency ◽  
Social Engagement ◽  
School Personnel ◽  
Research Approach ◽  
Structured Interviews ◽  
Children's Education ◽  
Children’S Education ◽  
Arabic Speaking

The involvement of refugee parents in their children’s education is crucial for academic success and social integration. However, school personnel often seem to struggle to find approaches that will increase recently arrived refugee parents’ involvement with the school. While refugee parents are not a homogenous group, many face uniquely similar and intersecting challenges. Using a qualitative research approach, specifically semi-structured interviews, this study examines the perceptions of one group of Arabic-speaking, recently arrived refugee parents’ perceptions of being and becoming involved in their children’s education after their arrival in Canada. The findings suggest the following factors act as barriers to their involvement: (1) limited language proficiency, (2) competing basic needs, (3) lack of homework, (4) teachers’ limited cross-cultural and interreligious understanding, and (5) sexual health education being a contested shared space. While the findings illuminate what some recently arrived refugee parents regard as barriers, the discussion challenges educational leaders and policy makers to critically question the dominant, normative model of parental involvement that is employed and recommends they reframe their conceptions of parental involvement as social engagement with a school community. Such a reframing may better support recently arrived refugee parents’ integration into their new home country.   Keywords: parental involvement, recently arrived refugees, integration

We Are Here for the Future of Our Kids: Parental Involvement in Refugee Adolescents’ Educational Endeavours in the United States

2020 ◽  
Author(s):  
Maria Gandarilla Ocampo ◽  
Cyril Bennouna ◽  
Ilana Seff ◽  
Michael Wessells ◽  
Mackenzie V Robinson ◽  
...  
Keyword(s):  
Comparative Method ◽  
The United States ◽  
Group Discussions ◽  
Educational Support ◽  
Children's Education ◽  
Constant Comparative Method ◽  
The Us ◽  
Children’S Education ◽  
Learning At Home ◽  
Depth Interviews

Abstract Every year, thousands of young refugees and their families face challenges as they adjust to schools in the US. This article explores how families resettled to the US from conflict-affected, Arab-majority countries in the Middle East and North Africa region, such as Iraq and Syria, view education, and how parents support their children’s education following the experiences of resettlement. To centre the voices and lived experiences of these families, we analysed focus group discussions with 30 adolescents and in-depth interviews with 30 parents and 27 key informants. Analysis using constant comparative method and thematic analysis showed that, upon resettlement, education remained highly valued by families. Our study finds that, despite the challenges associated with families’ newcomer status, parents in this study provided educational support to their children by engaging with the school and with their children’s learning at home. We offer suggestions on how schools and organizations can bolster parents’ ability to support their children’s education.

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