SciELO - Scientific Electronic Library Online

 
 número86Embroidery as method: Stitching together narrative becomings and data índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google

Compartir


Journal of Education (University of KwaZulu-Natal)

versión On-line ISSN 2520-9868
versión impresa ISSN 0259-479X

Resumen

BLESSED-SAYAH, Sarah; GRIFFITHS, Dominic  y  MOLL, Ian. A social psychological perspective on schooling for migrant children: A case within a public secondary school in South Africa. Journal of Education [online]. 2022, n.86, pp.143-163. ISSN 2520-9868.  http://dx.doi.org/10.17159/2520-9868/i86a08.

The conceptualisation of schooling is often based on "ideal children" in "ideal situations." However, in determining the level of participation for children who are considered vulnerable in schooling, it is important to understand the lived experiences of these children. In this study, migrant children (particularly undocumented ones) in South Africa are the focus, and their lived experiences were considered through reflections from their parents and teachers. Data were collected using semi-structured interviews, and analysed using a constant comparative method of qualitative analysis within a grounded theory approach. The study found that challenges affecting migrant children's schooling include the lack of documentation, language barriers, issues of transition and adaptation (discrimination), and the inability to access further education. Strategies were identified to address the challenges, including schools liaising with the Department of Home Affairs, implementing cultural diversity programmes within the school, and through deliberate inclusive programmes.

Palabras clave : schooling; school participation; migrant children; South Africa; language barriers; cultural diversity.

        · texto en Inglés     · Inglés ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons