A comparative study of the academic and social experiences of migrant pupils in different school types in Northern Ireland

北爱尔兰不同类型学校移民学生学业和社会经历的比较研究

• 批准号: 2444973
• 金额: --
• 依托单位: Queen's University Belfast
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2444973
• 关键词: comparative; study; academic; social; experiences

While there is a significant body of research on the experiences of pupils in Northern Ireland within the separate school structures, the experiences of migrant students has, to date, largely been neglected. While their number is still relatively small compared to other countries in the UK the issue has been the speed and extent of the increase of migrant students into a region which has been previously characterised more by political violence and emigration than migration (NIA, 2016). Consequently, their needs have not featured on pre/in-service teaching programmes and where multicultural education did exist, it tended to focus on bringing together the two indigenous Protestant and Catholic traditions in NI rather than on broader issues of cultural and racial diversity (Purdy & Ferguson, 2012). This study aims to attend to this gap by exploring the experiences of migrant students in NI's primary integrated and separate schools and the readiness of teachers in these schools to teach in ethnically diverse environments. It also aims to underpin the development of curricular and school resources that will help schools respond in a way that is informed by student experience rather than driven by personal perspectives and intuition of teaching professionals. This is particularly pertinent in NI and more globally, given the limited scale of qualitative empirical research which currently exists on this topic.The study will draw primarily on theories of culturally relevant pedagogy and cultural capital to provide a lens through which to examine the experiences of teachers and young people from migrant communities in schools in NI. Culturally relevant pedagogy (CRP) maintains that if teachers are to be effective facilitators of learning in the classroom, they must be non-judgemental and inclusive of the cultural backgrounds of their students (Brown-Jeffy & Cooper, 2011). CRP's focus on the role that the intersection between school and home-community cultures does and should play in the delivery of instruction in schools (Gay, 2000; Ladson-Billings, 1995) make it a particularly useful lens with which to explore the experiences of migrant students in schools in NI. NI is a 'divided society' with two dominant groups who are mainly educated apart in a separate school system that is accused of reproducing sectarianism (Cantle, 2001). Bourdieu's theory of cultural capital (1990) will also be employed. A person's cultural capital is linked to their habitus (embodied disposition and tendencies) and field (social positions) which are configured as a social-relation structure (King, 2004). The field is the place of social position which is often a site of conflict where social groups endeavour to establish and define what constitutes cultural capital, within a given social space (Bourdieu, 1990).The research will be guided by key research questions:1. How do migrant and refugee pupils lend meaning to learning and forging social relationships within Northern Ireland's primary schools?2. How do educational leaders and teachers understand their role in teaching pupils and leading schools that are ethnically diverse?3. How are the needs of minority ethnic students understood and framed by policy makers?The study will be undertaken using broadly qualitative research methods. The emphasis is on understanding the lived experience of students and their teachers. Specifically, the research will be informed by broad debates on narrative research which allows for a more detailed exploration of the individual experiences. It is particularly useful in attending to sensitive issues, and the focus on storytelling can allow for the subtle yet powerful facets of racism or prejudice to emerge in individual's stories. Discourse analysis (the study of social life, understood through analysis of language in its widest sense) will be used as a way to investigate and interpret meaning both from conversation and culture. "

尽管对北爱尔兰独立学校结构内学生的经历进行了大量研究，但迄今为止，移民学生的经历在很大程度上被忽视了。虽然与英国其他国家相比，他们的数量仍然相对较少，但问题在于移民学生进入这个地区的速度和程度，该地区以前更多地以政治暴力和移民而非移民为特征（NIA，2016）。因此，他们的需求并未出现在职前/在职教学计划中，而在多元文化教育确实存在的地方，它往往侧重于将北爱尔兰的两种本土新教和天主教传统结合在一起，而不是更广泛的文化和种族多样性问题（Purdy＆Ferguson，2012）。本研究旨在通过探索北爱尔兰小学综合学校和独立学校中移民学生的经历以及这些学校教师在种族多元化环境中教学的准备情况来弥补这一差距。它还旨在支持课程和学校资源的开发，帮助学校根据学生的经验而不是由教学专业人员的个人观点和直觉来做出反应。鉴于目前关于这一主题的定性实证研究规模有限，这一点在北卡罗来纳州乃至全球范围内尤其重要。该研究将主要利用文化相关的教育学和文化资本理论，以提供一个视角来考察北卡罗来纳州学校中来自移民社区的教师和年轻人的经历。文化相关教育学（CRP）认为，如果教师要成为课堂学习的有效促进者，他们就必须不带评判性并包容学生的文化背景（Brown-Jeffy & Cooper，2011）。 CRP 关注学校和家庭社区文化之间的交集在学校教学中确实和应该发挥的作用（Gay，2000；Ladson-Billings，1995），这使其成为探索北爱尔兰学校移民学生经历的特别有用的镜头。北爱尔兰是一个“分裂的社会”，有两个主导群体，他们主要在一个单独的学校系统中接受教育，该系统被指控繁殖宗派主义（Cantle，2001）。布迪厄的文化资本理论（1990）也将被采用。一个人的文化资本与他们的习惯（具体性格和倾向）和领域（社会地位）相关，这些习惯被配置为社会关系结构（King，2004）。场域是社会地位的场所，通常是社会群体在给定的社会空间内努力建立和定义文化资本的冲突场所（Bourdieu，1990）。该研究将以关键研究问题为指导：1．移民和难民学生如何在北爱尔兰小学中赋予学习和建立社会关系的意义？2．教育领导者和教师如何理解他们在教育学生和领导种族多元化学校方面的角色？3.政策制定者如何理解和界定少数民族学生的需求？这项研究将采用广泛的定性研究方法进行。重点是了解学生及其老师的生活经历。具体来说，该研究将以叙事研究的广泛辩论为基础，从而对个人经历进行更详细的探索。它在处理敏感问题时特别有用，并且对讲故事的关注可以让种族主义或偏见的微妙而强大的方面出现在个人的故事中。话语分析（对社会生活的研究，通过最广泛意义上的语言分析来理解）将被用作调查和解释对话和文化意义的一种方式。 ”