TY - JOUR
T1 - Context rules!
T2 - Top-level education policies for newly arrived migrant students across six European countries
AU - Meehan, Amalee
AU - Almeida, Sílvia
AU - Bäckström, Barbara
AU - Borg-Axisa, Glorianne
AU - Friant, Nathanaël
AU - Johannessen, Øystein Lund
AU - Roman, Monica
N1 - UIDB/04647/2020
UIDP/04647/2020
PY - 2021/4/18
Y1 - 2021/4/18
N2 - Migration across Europe is an increasing reality over the last number of decades, affecting countries with long histories of immigration as well as countries newer to the phenomenon. Although education remains a key factor in receiving and integrating migrants, policies and practices differ among countries. How contextual factors shape these differences is under-represented. This article reviews the top-level education policies on receiving Newly Arrived Migrant Students (NAMS) in six European countries – Belgium, Ireland, Malta, Norway, Portugal and Romania – in an attempt to fill this gap. Employing the European Commission four-dimensional framework of educational support for migrants, we examine how the context of each country shapes these policies. Findings are somewhat paradoxical, indicating both the contextual nature of top-level policies, and a trend towards policy homogenisation at a European level, despite very different national contexts.
AB - Migration across Europe is an increasing reality over the last number of decades, affecting countries with long histories of immigration as well as countries newer to the phenomenon. Although education remains a key factor in receiving and integrating migrants, policies and practices differ among countries. How contextual factors shape these differences is under-represented. This article reviews the top-level education policies on receiving Newly Arrived Migrant Students (NAMS) in six European countries – Belgium, Ireland, Malta, Norway, Portugal and Romania – in an attempt to fill this gap. Employing the European Commission four-dimensional framework of educational support for migrants, we examine how the context of each country shapes these policies. Findings are somewhat paradoxical, indicating both the contextual nature of top-level policies, and a trend towards policy homogenisation at a European level, despite very different national contexts.
KW - Newly arrived migrant students (NAMS)
KW - Migration
KW - Education
KW - Context
KW - Top-level policy
KW - Europe
U2 - 10.1016/j.ijedro.2021.100046
DO - 10.1016/j.ijedro.2021.100046
M3 - Article
SN - 2666-3740
VL - 2
JO - International Journal of Educational Research Open
JF - International Journal of Educational Research Open
M1 - 100046
ER -