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

虽然对北方爱尔兰学生在单独学校结构中的经历进行了大量研究，但移民学生的经历迄今在很大程度上被忽视。虽然与英国其他国家相比，他们的人数仍然相对较少，但问题是移民学生增加的速度和程度，而这个地区以前的特点是政治暴力和移民，而不是移民（NIA，2016）。因此，他们的需求没有体现在职前/在职教学方案中，在确实存在多文化教育的地方，往往侧重于融合北爱尔兰的两种土著新教和天主教传统，而不是更广泛的文化和种族多样性问题（Purdy和Ferguson，2012年）。本研究旨在通过探讨移民学生在北爱尔兰小学综合学校和单独学校的经验，以及这些学校的教师在种族多样化的环境中教学的准备情况，来解决这一差距。它还旨在支持课程和学校资源的开发，这将有助于学校以一种由学生经验而不是由教学专业人员的个人观点和直觉驱动的方式做出反应。这是特别相关的NI和更全球性的，鉴于规模有限的定性实证研究，目前存在于这个topic.The研究将主要借鉴文化相关的教育学和文化资本的理论，提供一个透镜，通过它来检查教师和年轻人从移民社区的学校在NI的经验。文化相关教学法（CRP）认为，如果教师要成为课堂学习的有效促进者，他们必须不评判学生的文化背景（Brown-Jeffy &库珀，2011）。研究中心的重点是学校文化和家庭-社区文化之间的交叉在学校教学中确实和应该发挥的作用（Gay，2000年; Ladson-Billings，1995年），这使它成为一个特别有用的透镜，可以用来探讨移民学生在北爱尔兰学校的经历。北爱尔兰是一个“分裂的社会”，有两个占主导地位的群体，他们主要在一个单独的学校系统中接受教育，这被指责为再现宗派主义（Cantle，2001年）。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的习性（体现的性格和倾向）和场域（社会地位）相联系，它们被配置为社会关系结构（King，2004）。该领域是社会地位的地方，这往往是一个冲突的网站，社会群体努力建立和定义什么构成文化资本，在一个给定的社会空间（布迪厄，1990年）。移民和难民学生如何在北方爱尔兰的小学里学习和建立社会关系？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样性学校方面的作用？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。重点是了解学生和他们的老师的生活经验。具体来说，研究将通过对叙事研究的广泛辩论来了解，这使得对个人经历的更详细的探索成为可能。它在处理敏感问题时特别有用，注重讲故事可以使种族主义或偏见的微妙而有力的方面出现在个人的故事中。话语分析（对社会生活的研究，通过对语言的分析在其最广泛的意义上理解）将被用来作为一种方法来调查和解释从会话和文化的意义。"

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. "