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Voices from the margins : school experiences of refugee, migrant and indigenous children

Author: Eva Alerby; Jill Brown
Publisher: Rotterdam : Sense Publishers, ©2008.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
Equitable access to education is fundamental to any concept of social justice offering as it does the means of escape from social and economic marginalisation. Despite this, in too many countries around the world groups of children are systematically denied access to education which will equip them for meaningful participation in the society in which they live. Their needs are ignored and their voices are silenced.  Read more...
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Document Type: Book
All Authors / Contributors: Eva Alerby; Jill Brown
ISBN: 9789087904609 9087904606 9789087904616 9087904614 9789087904623 9087904622
OCLC Number: 236185845
Description: x, 175 pages : illustrations ; 24 cm
Contents: Introduction / Eva Alerby & Jill Brown --
What it means to become a stranger: the consequences of classification according to Zygmunt Bauman / Niclas Månsson --
A boy gives a signal with his hand ... need help: migrant children in Iceland / Jórunn Elídóttir --
In school you learn to get on in life: Sámi children in Sweden / Eva Alerby --
To become somebody you have to learn Swedish: Somali children in Sweden / Arne Forsman --
Without friends I will be very lonely: migrant children in Hong Kong / Pui Man Jannie Wong --
My first day in class I just understood 'hello': migrant and refugee children in Canada / Lloydetta Ursula Quaicoe --
I'm back ... apart from that I enjoy school: aboriginal children in Australia / Zane MaRhea & Bernadette Atkinson --
He is thirsty for knowledge: Afghan and Sudanese refugee children in Australia / Jill Brown --
If we mean-as (great) teachers we'd have a mean-as (great) school: Maori children in New Zealand / Emily Nelson, Kate Christensen & Mark Cleary --
My teacher will punish that person right away: Cham and Khmer children in Vietnam / Trong Tra Son Luu --
Sometimes I go to school hungry: urban and rural children in Zanzibar / Maryam Jaffar Ismail.
Responsibility: Eva Alerby, Jill Brown.

Abstract:

Equitable access to education is fundamental to any concept of social justice offering as it does the means of escape from social and economic marginalisation. Despite this, in too many countries around the world groups of children are systematically denied access to education which will equip them for meaningful participation in the society in which they live. Their needs are ignored and their voices are silenced. They are locked into the position of 'marginalised other', the perpetual stranger in society. This collection of studies by an international group of researchers provides a place for migrant, refugee and indigenous children to talk about their school experiences. Refugee children from the Sudan, Afghanistan and Somalia, indigenous children from Sweden, Australia, New Zealand and Vietnam, migrant children in Canada, Iceland and Hong Kong, urban and rural children from Zanzibar all speak out through drawings, small group and individual discussion. For some children their school experiences are positive ones in which systems and teachers work together to meet their needs. For others their experiences are of racism, isolation, inadequately equipped and poorly funded schools, unsympathetic teachers and education systems designed to cater for majority groups. Despite these differences all the children remain enthusiastic about school. They are, in the words of a boy from Afghanistan, 'thirsty to learn'. The children and the researchers all argue for education as a means to redress, rather than perpetuate, disadvantage. A vital first step in this process is to hear what is being said by those most affected by current practices. The narratives in this text offer a chance to do just that.

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