Teaching that Matters for Migrant Students: Understanding Levers of Integration in Scotland, Finland and Sweden

学校系统对移民的反应对移民融入有着巨大的影响。学校可以成为社会融合和流动以及培养对当地社区的归属感的工具。但学校也可能是一个孤立和歧视的地方，成为融合的障碍。在学校内部，教师是创造学习和参与机会的关键，尤其是为流动学生创造机会。然而，教师也可能由于体制结构中的假设或他们自己未经审查的信念而无意中加强了障碍。我们的项目解决了了解和帮助教师满足流动学生需求的迫切需要。它在苏格兰、芬兰和瑞典的六个学校地点进行了社交网络分析和民族志研究，以考察教师如何与学生、他们的家人、学校同事、专家和外部机构互动，以应对被排斥、成绩不佳或其他形式的边缘化的风险。对教师在三个学期的日常互动的结构和性质进行全面、混合的分析，将有助于我们了解他们如何建立包容性学校社区，这对于建立“保护网络”以解决流动学生的学习障碍至关重要。跨国设计使我们能够评估促进移民融合的特定政策和战略的影响。TEAMS涉及来自爱丁堡大学、斯德哥尔摩大学、Jyväskylä大学和图尔库大学的四个团队之间的跨学科合作，并从一开始就让学校工作人员和移民学生共同设计将在项目期间和项目之外使用的材料。成果包括：在学术期刊上发表四篇文章和一期特刊；项目网站；一部短片和六个学校展览，通过照片和视频等手工制品展示移徙学生的经历；三份政策简报，每个国家一份；以及每个参与学校的社交网络的可视化。这些成果将在有研究参与者参加的讲习班上介绍，并通过我们的国际网络向学术和非学术用户广泛传播。

How school systems respond to migration has an enormous impact on migrant integration. Schools can be a vehicle for social integration and mobility, and for developing a sense of belonging to the local community. But schools can also be an isolating and discriminatory place and act as a barrier to integration. Within schools, teachers are key for creating opportunities for learning and participation, especially for migrant students. However, teachers may also inadvertently reinforce the barriers due to the assumptions embedded in the institutional structures, or their own unexamined beliefs. Our project addresses the urgent need to understand and help teachers meet the needs of migrant students. It employs social network analysis and ethnographic research across six school sites in Scotland, Finland and Sweden to examine how teachers interact with students, their families, school colleagues, specialists and external agencies to address risks of exclusion, underachievement or other forms of marginalisation. A comprehensive, mixed-method analysis of both the structures and nature of teachers’ day-to-day interactions over three school terms will help us understand how they build inclusive school communities, which are critical for building ‘protective networks’ to address barriers to learning for migrant students. The cross-country design allows us to gauge the impact of particular policies and strategies that facilitate migrant integration across contexts.TEAMS involves interdisciplinary collaboration between four teams from the Universities of Edinburgh, Stockholm, Jyväskylä and Turku, and engages school staff and migrant students from the outset to co-design material that will be used both during and beyond the project. The outputs include: four articles and one special issue in academic journals; project website; one short film and six school exhibitions that show migrant students’ experiences through their own artefacts such as photos and videos; three policy briefs, one for each country; and visualisations of social networks in each participating school. These outputs will be presented in workshops with research participants and disseminated widely through our international networks to academic and non-academic users.