Educational climbers from disadvantage milieus. A specific group with Turkish background.

Immigration and schooling in the Republic of Ireland – making a difference?│Devine, D; (2011)│Manchester: Manchester University Press

This book provides an overview of how immigration has impacted on the education system in Ireland. It does so within the context of a broader critique and analysis of policy related to diversity in Irish education since the foundaton of the state, and considers how the structure and functioning of the education system has set the context for responses to migrant children in primary and post-primary schools.  Grounded in a theoretical approach that draws on the work of Bourdieu and Foucaullt, the book details the  significance of responses and perspectives of principals, teachers, parents and children to education in newly multi-ethnic contexts, and the complex inter-weaving of class, gender and ethnici identities  to the perspectives taken.   Themes related to leadership and teaching for diversity, power and governance, the fostering of a deliberative democracy in schools are critically explored in the context of broader  trends of transnational migration and  the marketisation of education among globally competitive states

Hidden Barriers in the Education of Adult Learners│NESET Report, Measures to combat educational disadvantage: A European consultation symposium December 2011

This workshop addressed questions regarding the barriers that inhibit adult participation in learning, especially VET and various forms of informal learning processes. The twenty participants came from various member state backgrounds and interests in adult learning and VET. That diversity included representation of the concerns of adults with specific disadvantages, including people with physical or other impairments to learning, migrating or travelling groups, prisoners, and marginalised urban dwellers. It included academic and social researchers in education and related social fields in labour markets and employment studies. The speaker, Professor James Wickham, provided a comprehensive overview of social and economic conditions and labour market developments in which adult, lifelong learning and VET occurs.

“What Works in Migrant Education?: A Review of Evidence and Policy Options”│ Nusche, D. (2009)│OECD Education Working Papers, No. 22, OECD Publishing.

Due to the conclusion that migrant students in most OECD countries tend to have lower education outcomes than their native peers, this report includes an extensive previous research describing the system level, school level and individual level factors that influence the education outcomes of migrant students. Building on such previous research, this paper looks at the ways in which education policies can influence these factors to help provide better educational opportunities for migrant students.

Do confronto de culturas às relações interculturais│Pacheco, N. (2000)│Educação, Sociedade e Cultura, 13, 119-139

This article focuses on the discussion about the cooperation relationships between Portuguese universities and the higher education instituitions of portuguese-spoken countries. On the one hand, the author discusses the cultural conflict and the identity strategies defined by the students, presenting many of the difficulties and barriers faced by these students. On the other, she argues for the necessary changes made by the host society, including training of teaching staff regarding multicultural issues.

Alunos migrantes na UA: enquadramento e integração│Gomes, M. (2012)│PhD Thesis. Universidade de Aveiro.

This master thesis aims to analyze the integration of migrants students from two different programmes of international mobility by the University of Aveiro (Portugal). It includes a study that combined quantitative and qualitative methodology, by using surveys and interviews with two groups of migrant students from different programmes (PALOP+Timor and Erasmus) and interviews with staff members responsible for migrant students integration. Overall, students from both groups are happy with their integration. However, results reveal that the two groups have different experiences in terms of support services, with ERASMUS students finding less difficulties for the integration, which reveals that the type of support influences the adaptation process.Therefore, recommendations are made to colmatate some of the issues arised by the students by suggesting alternative or complementary support mechanisms of integration of migrant students.