Horgan D.
Refugee and migrant children’s views of integration and belonging in school in Ireland – and the role of micro- and meso-level interactions
Schools are chief among the social institutions impacted by migrant flows as key sites of integration and support for migrant children. This article focuses on micro-and meso-level interactions and their importance to experiences of belonging and socio-educational integration for migrant children. It explores outcomes from qualitative research in Ireland conducted as part of a European research project investigating the socio-educational…
2023
Supporting languages: The socio-educational integration of migrant and refugee children and young people
Recent unprecedented levels of migration, while adding cultural and linguistic diversity, places increased pressure on host countries to develop strategies for effectively integrating new arrivals into society. This article draws on data from IMMERSE which uses participatory and co-creation methodologies with children, parents, educators and policy-makers to examine and develop key indicators of migrant children's socio-educational integration. It discusses Irish…
2022
Advocacy and surveillance: primary schools teachers’ relationships with asylum-seeking mothers in Ireland
The article analyses the findings of a small-scale qualitative study in Ireland that examines interactions between asylum-seeking mothers and primary school teachers, and highlights the significance of teachers’ understandings of asylum in shaping home-school communications. Mothers and children in this study were living in Direct Provision, collective accommodation for asylum seekers in Ireland. The research identifies a number of concerns…
2018