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

虽然有大量关于北爱尔兰学生在不同学校结构中的经历的研究，但移民学生的经历迄今在很大程度上被忽视。尽管与英国其他国家相比，移民人数仍然相对较少，但问题在于移民学生进入该地区的速度和程度，该地区以前更多的是政治暴力和移民，而不是移民(NIA，2016)。因此，他们的需求没有出现在职前/在职教学方案中，而且在确实存在多文化教育的地方，它往往侧重于将新教和天主教的两种土著传统结合在一起，而不是更广泛的文化和种族多样性问题(Purdy&Ferguson，2012年)。这项研究旨在通过探索流动学生在西北大学小学、综合学校和独立学校的经历，以及这些学校的教师是否愿意在不同种族的环境中授课，来解决这一差距。它还旨在巩固课程和学校资源的发展，帮助学校以学生的经验为基础，而不是以教学专业人员的个人观点和直觉为导向。鉴于目前关于这一主题的定性实证研究的规模有限，这一点在国家教育学院和更广泛的全球范围内尤其相关。这项研究将主要利用与文化相关的教育学和文化资本理论，提供一个镜头，通过它来审视国家教育学院来自移民社区的教师和年轻人在学校的经历。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，他们必须不加评判，并包容学生的文化背景(Brown-Jeffy&Cooper，2011)。《学校和家庭-社区文化交汇》侧重于学校和家庭社区文化之间的交集在学校教学中的作用(Gay，2000；Ladson-Billings，1995)，这使得它成为一个特别有用的视角，可以用来探讨移民学生在西北地区学校的经历。NI是一个“分裂的社会”，有两个主要群体，他们主要在一个单独的学校系统中接受教育，这个系统被指责复制宗派主义(坎特尔，2001)。布尔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性(体现的性格和倾向)和领域(社会地位)联系在一起，构成了一种社会关系结构(King，2004)。教育领域是社会地位的场所，往往是冲突的场所，社会团体努力在特定的社会空间内建立和定义什么是文化资本(Bourdieu，1990)。研究将以关键的研究问题为指导：1.移民和难民学生如何赋予学习意义，并在北爱尔兰的小学内建立社会关系？2.教育领导人和教师如何理解他们在教授学生和领导种族多元化学校方面的作用？3.政策制定者如何理解和界定少数族裔学生的需求？这项研究将采用广泛的定性研究方法。重点是了解学生和他们的老师的生活经历。具体地说，这项研究将受到关于叙事研究的广泛辩论的启发，这允许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，而且对讲故事的关注可以允许种族主义或偏见的微妙而强大的方面在个人故事中出现。语篇分析(对社会生活的研究，通过对最广泛意义上的语言的分析来理解)将被用作从对话和文化两个方面调查和解释意义的一种方式。“

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. "