Relevant bibliographies by topics / Children of immigrants Education Victoria

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  3. Books
  4. Book chapters
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Academic literature on the topic 'Children of immigrants Education Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Children of immigrants Education Victoria"

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Dunn, Michael. "Educational Pathway and Social Mobility in Children of Immigrants." International Education Studies 12, no. 12 (November 29, 2019): 44. http://dx.doi.org/10.5539/ies.v12n12p44.

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This paper looks at degree completion and wages of immigrants to understand the extent to which a student’s chosen educational pathway limits his or her social mobility. Statistical modeling established the predictive strengths of key variables on educational pathway and statistical analysis is used to understand the relationship between educational pathway, degree completion, and wages. Findings show that educational pathway mediates many of the background determinants that previous research identified as key mechanisms for immigrant social mobility. Furthermore, findings also identify a significant “pathway wage penalty” despite degree completion. New immigration plus births to immigrants added more than 22 million people to the U.S. population in the last decade, equal to 80 percent of total population growth. Immigrants and their children now account for more than one in five public school students. The impact of immigrants and their children on the US population, and the education system, underscores the importance of research examining the immigrant experience.
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Wells, Ryan. "Children of Immigrants and Educational Expectations: The Roles of School Composition." Teachers College Record: The Voice of Scholarship in Education 112, no. 6 (June 2010): 1679–704. http://dx.doi.org/10.1177/016146811011200602.

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Background/Context Many children of immigrants are not enrolled in high schools that sufficiently meet their needs, and subsequently, many are not making a successful transition to, and/or successfully completing, higher education. As immigration grows in the United States, educators and policy makers must understand how the educational processes for children of immigrants differ from nonimmigrants. Because expectations for higher education are a necessary, though insufficient, step toward college attendance and degree attainment, and because students have these attitudes influenced by the schools they attend, I examine high school composition for its effects on educational expectations and how compositional effects differ between children of immigrants and nonimmigrants. Purpose/Objective/Research Question/Focus of Study This study intends to be another step on the path toward understanding the educational processes of children of immigrants specifically, and of all students more broadly, as the immigrant population grows in U.S. schools. Toward those ends, this study is based on two overarching research questions: (1) How do the immigrant compositions of U.S. secondary schools affect the educational expectations of all students? (2) How do the compositions of U.S. secondary schools affect the educational expectations of children of immigrants differently than nonimmigrant students? Research Design The research questions are addressed via secondary data analysis using data from the Educational Longitudinal Study (ELS:2002/2004), which were collected by the National Center for Education Statistics. I explore school composition effects on a binary dependent variable indicating whether a 12th-grade student expects to complete a graduate or professional degree. This study emphasizes a critical-quantitative approach by demonstrating that common theories and assumptions about educational expectations may be inaccurate for children of immigrants in today's schools. Conclusions/Recommendations Results show that children of immigrants are affected differently by school composition than are nonimmigrants, and in ways that contradict commonly accepted theoretical views. Specifically, this analysis demonstrates that comparative and normative theories of school effects are not accurate for children of immigrants, at least not to the same degree as they are for nonimmigrants. This is a reminder to researchers and practitioners alike that subgroups of students, in this case the children of immigrants, may not be affected by schools in similar ways.
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Filindra, Alexandra, David Blanding, and Cynthia Garcia Coll. "The Power of Context: State-Level Policies and Politics and the Educational Performance of the Children of Immigrants in the United States." Harvard Educational Review 81, no. 3 (September 1, 2011): 407–38. http://dx.doi.org/10.17763/haer.81.3.n306607254h11281.

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Children of immigrant backgrounds—children who are immigrants themselves or were born to immigrant parents—are the largest segment of growth in the U.S. school population. In this exploratory interdisciplinary analysis, Filindra, Blanding, and Garcia Coll ask whether the context of policy and political receptivity, even when they are not directed at school reform or at immigrants, nonetheless affects the high school completion of children of immigrant backgrounds. The novelty of this work is its theoretical integration of insights from multiple disciplines and its emphasis on the larger context in analyzing the educational outcomes for children of immigrants. The authors' findings suggest that policy matters and that it matters in different ways. Specifically, they find a strong positive association between the immigrant inclusion in state welfare programs and high school graduation rates for the children of immigrants. At the same time, the study suggests that multiculturalism policies, targeting racial and ethnic minorities rather than immigrants specifically, may have the opposite effect. Finally, the authors suggest that politics also matters, as seen in the gap in graduation rates between the children of immigrants and the children of U.S.-born parents, which is narrower in Democrat-dominated states than it is in Republicancontrolled states.
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Suarez-Orozco, Carola. "Afterword: Understanding and Serving the Children of Immigrants." Harvard Educational Review 71, no. 3 (September 1, 2001): 579–90. http://dx.doi.org/10.17763/haer.71.3.x40q180654123382.

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To date, demographers, economists, and sociologists who focus almost exclusively on adults have dominated the agenda of immigration scholarship. Immigrant youth, however, are now the fastest growing sector of the child population (Landale & Oropesa, 1995). Today, one in five children in the United States is the child of immigrants, and it is projected that by 2040 one in three children will fit this description (Rong & Prissle, 1998). Given the numbers involved, how these children adapt and the educational pathways they take will clearly have profound implications for our society. Thus, there is an urgent need to expand our knowledge in this field.
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Shaeye, Abdihafit. "Education Attainment of Children of Economic and Refugee Immigrants in the United States." Migration Letters 19, no. 4 (July 29, 2022): 413–22. http://dx.doi.org/10.33182/ml.v19i4.1842.

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This paper analyzes the educational attainment of second-generation economic and refugee immigrants. Data from the Children of Immigrants Longitudinal Study (CILS) survey are used to estimate two measures of educational outcomes: securing a college degree, and years of schooling completed. Results show that, on average, children of refugees have educational attainment outcomes that are on par with those of the children of economic immigrants. They have similar odds of college degree achievement and are also as likely to acquire similar years of schooling as the children of economic immigrants. Accounting for important controls such as parents’ socio-economic status index do not affect the results.
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Aydemir, Abdurrahman, Wen-Hao Chen, and Miles Corak. "Intergenerational Education Mobility among the Children of Canadian Immigrants." Canadian Public Policy 39, Supplement 1 (May 2013): S107—S122. http://dx.doi.org/10.3138/cpp.39.supplement1.s107.

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Dahlstedt, Inge. "Over-Education Amongst the Children of Immigrants in Sweden." Nordic Journal of Migration Research 5, no. 1 (March 1, 2015): 36. http://dx.doi.org/10.1515/njmr-2015-0003.

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Hull, Marie, and Jonathan Norris. "The skill development of children of immigrants." Economics of Education Review 78 (October 2020): 102036. http://dx.doi.org/10.1016/j.econedurev.2020.102036.

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Lee, Rennie. "How are the Children of Immigrants Assimilating? The Effects of Individual, Neighborhood, Coethnic Community, and National Origin Group Characteristics on Education in San Diego." International Journal of Sociology of Education 7, no. 2 (June 25, 2018): 123. http://dx.doi.org/10.17583/rise.2018.2354.

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How immigrants’ children will integrate to US society is of ongoing debate. This study examines which assimilation pathway immigrants’ children are following. This study examines how four factors—individual, neighborhood, coethnic community, and national origin group—affect the children of immigrants’ educational attainment. I analyze a unique data set that matches individual survey data from the Children of Immigrants’ Longitudinal Survey (CILS) dataset with coethnic community, neighborhood, and group level data. The results indicate that coethnic community, group, and individual factors simultaneously influence the children of immigrants’ education, showing evidence for the selective assimilation pathway.
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Vinogradova, Natalya. "The Problem of Teaching Children of Immigrants in the Russian Federation." Primary Education 9, no. 3 (July 13, 2021): 7–9. http://dx.doi.org/10.12737/1998-0728-2021-9-3-7-9.

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The publication proposes to discuss the problem of teaching children of immigrants who have arrived in our country and need to adapt to the new social, linguistic and cultural environment. The principles underlying the organization of education for children of immigrants in the Russian Federation, and the conditions for their education in educational institutions of our country, which were formulated at a meeting of the Council under the President of the Russian Federation for Interethnic Relations on March 30, 2021, are given. The content of the state order of the Ministry of Education of the Russian Federation to the Federal State the budgetary scientific institution “Institute of Education Development Strategy of the Russian Academy of Education” to study the difficulties faced by children of immigrants in the process of adaptation. The result of the study should be the creation of a set of guidelines for teachers organizing the work of classes in which children of immigrants study.
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Dissertations / Theses on the topic "Children of immigrants Education Victoria"

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Kilpi, Elina A. "The education of children of immigrants in Finland." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:9ae6dfc5-bda6-4d6f-8780-c97abab350e9.

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This thesis considers the education of children of immigrants in Finland, focusing on attainment and transitions around the age of 16. It is the first detailed representative study on the topic in Finland. Compared to international research it is amongst the ones to most fully explore the different aspects of education around this age. For the most part, it is limited to studying structural explanations for differences between students and ethnic groups. The majority of the analyses in the thesis are done using register data. Statistical modelling of this data is done using multivariate regression analyses. The results are supplemented with evidence from interviews with both majority students and children of immigrants. With regards to school achievement at the end of comprehensive school, many immigrant-origin groups are seen to have lower average grades than the majority. However, this is explained by lower parental resources. After controlling for parental resources, very few disadvantages remain. On the other hand, the gender gap evident amongst the majority is not found amongst many immigrant-origin groups. Looking at continuation to upper secondary education compared to dropping out, most children of immigrants are seen to have a higher probability of dropping out than the majority. This is explained by their lower school achievement and higher parental non-employment. Nevertheless, the difference between children of immigrants and the majority remains evident at the very low end of the achievement scale. Considering the choice of upper secondary school type, children of immigrants can be seen to be more likely than the majority to continue to vocational school. Yet, after controlling for prior school achievement and parental resources, almost all immigrant-origin groups are more likely than the majority to continue to general rather than vocational school. Interviews suggest that when considering their school choices, majority students tend to be driven by their interests and see their decision making as being independent of others. On the other hand, children of immigrants tend to have more specific future plans and to take the wishes of their parents more into consideration.
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Li, Sin-ling. "Factors affecting the success of PRC immigrant students in the Hong Kong Education System : a pilot study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598618.

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Leung, Yuk-ling. "Family effects on educational achievement of immigrant pupils : a case study in a primary school /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057416.

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Cebreros, Alejandra. "It's Definitely Our Success: Children of Undocumented Immigrants in Higher Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20526.

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This study examines the ways in which the education of children of undocumented immigrants is impacted by their parents’ undocumented status as well as their personal documentation status. In this thesis, I shed light on the experiences of fifteen college students and alumni who are variously-documented, including: undocumented students, DACA students, and documented students with undocumented family members. Drawing on these experiences, I argue that students’ education is impacted by legal and social exclusion, family stress and psychosocial impacts, personal legal status, and a lack of services for undocumented students and children of undocumented immigrants in educational institutions. I also argue that mothers and other family members lessen these challenges by providing students with the support and encouragement to complete a higher education. I conclude this study by making specific recommendations for what K- higher education institutions can do to better serve undocumented and documented students within mixed-status families.
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Candy, Judith. "Early education : experiences and perceptions of minority group parents and young children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/783.

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In Australia there has been little research into the experiences and perceptions of education of parents from different minority groups whose young children attend school in this country. This study investigated the experiences that overseas born parents from non-English speaking backgrounds have of their own and their children's education in countries outside Australia, experiences of their children's early education in Australia, as well as those of their young children between 6 and 9 years of age attending school in this country. Despite marked differences in educational policies and practices operating in the participants' countries of origin, almost all parents in this study had experiences of education in childhood which were unlikely to be conducive to the building of warm and friendly future relationships with teachers and schools. Feelings of fear and hostility due to the extremely formal role methods, repressive discipline, and harsh corporal punishment administered by authoritarian and often cruel teachers, particularly in early primary years, were consistently described as pervasive elements in the education of most of the parents participating. In contrast, many aspects• of education in Australia were regarded as superior, however unsatisfactory communication, lack of awareness and interest demonstrated by schools and teachers meant that many of these parents also had negative experiences of education in this country. Dissatisfaction with their children's progress resulting in feelings of powerlessness due to the perceived lack of information, concerns about insufficient academic rigour, motivation and discipline were a source' of anxiety for many participants. Discussions with the young children of participants revealed their preferences for non academic activities outside the classroom, and those involving creativity •and/or• motor skills. Children's dislikes related mainly to relationships with their peer group, with difficulties in making /retaining friendships, bullying and racism as issues of concern. Relationships with teachers seemed to be both positive and negative, however little help with problems concerning the peer group seemed forthcoming, and minimal evidence of positive affirmation of the cultural and linguistic differences of these children was noted. Recommendations and implications include the need for teachers and schools to develop more cultural awareness in order to understand the differing perspectives of linguistically and culturally diverse families, and appreciate the role that parents’ prior experiences of education play in the formation of attitudes towards their children’s education. The importance of improving relationships, building authentic collaborative partnerships between teachers and minority group parents, and providing more information about school goals and programmes with opportunities to discuss these freely, is stressed. The use of overseas born parents’ expertise and home experiences both as resources to facilitate optimum outcomes for their children, and a means of increasing respect, understanding and trust between linguistically and culturally diverse families and the “mainstream” school population, is also strongly recommended.
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Fischer, Imke. "Years of silent control the influence of the Commonwealth in state physical education in Victoria and New South Wales /." Connect to full text, 2001. http://hdl.handle.net/2123/4031.

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Thesis (Ph. D.)--School of Social, Policy and Curriculum Studies, Faculty of Education, University of Sydney, 2001.
Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.
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Nedjai, M. S. "The socio-educational experience of Algerian immigrants' children in France and Algeria." Thesis, University of Bath, 1989. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235317.

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Part A looks at a number of countries' experience in the field of immigrants1 children's education. An attempt is made to gain an understanding of these countries' experiences and to present the phenomenon in a world-wide perspective. Sane factors which are considered by researchers, in these countries, as contributory factors to the school failure of imnmigrants' children are isolated, discussed and analysed. This forms a platform of work for our own research. This part also examines sane aspects of the life of Algerian children in France and provides the reader with a clear picture of these pupils' lives, indispensable for the understanding of their socio-educational experience in France as well as in Algeria. Part B deals with the research design and the methodology used in our work. Part C is an analysis of the socio-educational experience of Algerian immigrants' children in France and an attempt to isolate and analyse the factors that make these children fail in the French educational system. Part D investigates the same factors as in Part B. However, it deals with Algerian pupils who have "returned" to Algeria and who are being schooled in the Algerian educational system. Part E draws sane recommendations for the improvement of these children's education and social life. These recommendations are evaluated and re-appraised in the light of experts' and officials' opinions in both Algeria and France.
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O'Brien, Gregory Sean. "Valuing education how culture influences the participation of Mexican immigrant mothers in the formal education of their children in the United State /." Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019838501&SrchMode=2&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274722599&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2010.
Includes abstract. Title from first page of PDF file (viewed May 19, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references. Also issued in print.
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Welply, Oakleigh Elizabeth. "Constructing identities in culturally diverse classrooms : a cross-national study of the experience of immigrant-background children in French and English primary schools." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648531.

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Li, Sin-ling, and 李倩玲. "Factors affecting the success of PRC immigrant students in the Hong Kong Education System: a pilot study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959052.

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Books on the topic "Children of immigrants Education Victoria"

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Children crossing borders: Immigrant parent and teacher perspectives on preschool for children of immigrants. New York: Russell Sage Foundation, 2013.

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L, Hafner Anne, ed. Hosting newcomers: Structuring educational opportunities for immigrant children. New York: Teachers College Press, 1997.

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Mirel, Jeffrey. Patriotic pluralism: Americanization education and European immigrants. Cambridge, Mass: Harvard University Press, 2010.

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Caputo, Michele. Scuola laica e identità minoritarie: La via francese all'interculturalità. Brescia: Scuola, 1998.

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Cos, Patricia L. De. Educating California's immigrant children: An overview of bilingual education. Sacramento, CA: California State Library, California Research Bureau, 1999.

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Rivera-Batiz, Francisco L. The education of immigrant children in New York City. [New York, N.Y.]: ERIC Clearinghouse on Urban Education, 1996.

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ERIC Clearinghouse on Rural Education and Small Schools., ed. Reauthorized Migrant Education Program: Old themes and new. [Charleston, WVA: ERIC Clearinghouse on Rural Education and Small Schools, 1995.

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Dietrich, Ingrid. Voll integriert?: Zuwanderer-Eltern berichten über Erfahrungen ihrer Kinder mit Schule in Deutschland. Baltmannsweiler: Schneider Verlag Hohengehren, 1997.

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F, Abrahamse Allan, and Quigley Denise D, eds. How immigrants fare in U.S. education. Santa Monica, CA: Rand, 1996.

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Löfgren, Horst. Bilingual instruction of immigrant children: A theoretical overview and results from empirical research. Malmö, Sweden: Dept. of Educational and Psychological Research, School of Education, Lund University, 1986.

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Book chapters on the topic "Children of immigrants Education Victoria"

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Seabra, Teresa. "School Performance of Children of Indian and Cape Verdean Immigrants in Basic Schooling in Portugal." In International Handbook of Migration, Minorities and Education, 419–33. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1466-3_27.

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Schnell, Philipp, and Maurice Crul. "Inclusive Education for Children of Immigrants: The Turkish Second Generation in Sweden, the Netherlands and Austria." In Migrant, Roma and Post-Colonial Youth in Education across Europe, 34–50. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137308634_3.

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Candel, Sandra L., and Norma A. Marrun. "US Immigration Policy and Its Impact on Immigrants: Reassembling the Stories of Deported Mothers and Their Transnational Children Through the Healing Spirit of Coatlicue and Coyolxauhqui." In Handbook on Promoting Social Justice in Education, 1–21. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74078-2_59-1.

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Candel, Sandra L., and Norma A. Marrun. "US Immigration Policy and Its Impact on Immigrants: Reassembling the Stories of Deported Mothers and Their Transnational Children Through the Healing Spirit of Coatlicue and Coyolxauhqui." In Handbook on Promoting Social Justice in Education, 2223–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-14625-2_59.

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Pott, Andreas, Maurice Crul, and Jens Schneider. "Producing Pathways to Success: New Perspectives on Social Mobility." In IMISCOE Research Series, 1–20. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05566-9_1.

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AbstractThis chapter sketches the state of the debate on the roles and positions of native-born children of immigrants in European countries more than half a century after the transformation of these countries into immigration societies. It focusses on the social mechanisms, potentials and effects of the increasing number of socially upwardly mobile offspring of immigrant working-class families – and the lacunae in research on them. We introduce some of the central theoretical concepts that have informed the diverse research projects within the Pathways to Success consortium and the empirical comparisons throughout this book. We describe and justify why we talk about new social mobilities in light of the extraordinary nature of this group’s social mobility. Many of the social climbers’ parents, recruited as part of ‘guest worker’ schemes, had attained levels of formal education well below the average of non-immigrant workers’ families. But having taken the risk of migrating to another country, these parents also transmitted high levels of ambition and expectations to their children. In addition to individual characteristics, we emphasize the importance of institutional arrangements by making use of the integration context theory, which offers an important framework for understanding the opportunities and obstacles put in place by educational and labour market systems and specific professional sectors.
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"Immigrants and Their Children." In On Education, 162–71. Routledge, 2017. http://dx.doi.org/10.4324/9781315125541-9.

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"Integrating immigrants' children." In Education at a Glance 2012. OECD, 2012. http://dx.doi.org/10.1787/eag_highlights-2012-35-en.

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Charlot, Martine. "The Education of Immigrant Children in France." In Educating Immigrants, 96–112. Routledge, 2017. http://dx.doi.org/10.4324/9781315114651-5.

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Rieser, Len. "Immigrant Children and Education." In Social Work With Immigrants and Refugees. New York, NY: Springer Publishing Company, 2015. http://dx.doi.org/10.1891/9780826126696.0009.

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BURCIAGA, EDELINA M. "Immigrant Children and Children of Immigrants in American Schools:." In Education and Society, 66–80. University of California Press, 2019. http://dx.doi.org/10.2307/j.ctvpb3wn0.9.

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Conference papers on the topic "Children of immigrants Education Victoria"

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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Soriano, Encarnacion. "THE PHYSICAL AND PSYCHOLOGICAL WELL-BEING OF CHILDREN AND YOUNG PEOPLE FROM A TRANSCULTURAL PERSPECTIVE. A COMPARATIVE STUDY AMONG ROMANIAN, MOROCCAN IMMIGRANTS AND SPANISH PEOPLE IN SOUTHERN SPAIN USING KIDSCREEN QUESTIONNAIRE." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.132.

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Veldhoen, Karine, and Antonia DeBoer. "Story as Community - Life-wide Literacy to Transform Learning Loss and Isolation to Community Literacy and Joy." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1704.

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The pandemic laid bare: all homes aren’t equitable learning spaces. Yet, education has long considered the family and home an extension of learning. // As a liberatory act, education must consider responsive, resilient practices for equity. // If education considers the family and home as an essential learning space, a continuation of the learning experience, the inequities must be addressed. In fact, Ulrike Hanemann (2015) argues for systemic change in the attitudes of societies to support learning as a life-wide process, disrupting the idea that it is merely a classroom-based endeavor, and expanding it to include literacy learning, in particular, as situated in social practice and understood as a continuum of learning. Hanemann advocates the development of ‘literate families,’ ‘literate communities,’ and ‘literate societies.' // Yet, currently, this assumption is essentially inequitable. Arguably, it is not just literacy learning, but learning in general which must be situated equitably within society-at-large. // For the past decade, Niteo’s work (www.niteo.org) has almost exclusively focused on our global literacy equity, but now we also turn to address Covid-19’s impact on local literacy in Canada. // There are many challenges to SDG4 and literacy in Canada. Pre-pandemic, Canadian Children’s Literacy Foundation’s statistics reported one out of eight students below the age of 15 and a quarter of early readers in Canada were not reading at grade level. For newcomers to Canada, the average literacy gap is equal to 3.5 years of schooling. This is not limited to newly-arrived newcomers, as established immigrants (10+ years in Canada) have a similar gap. Now, compounding this reality for newcomers is the impact of Covid - slowed academic progress, isolation, and loneliness. // We have learned much from our East African partners and can mirror their community literacy work here. // In a 2022 pilot, local newcomer families nominated by educators or NGOs, paired with UBC-O students, undertook an interest-based, intergenerational exploration of literacy learning in the spirit of play. Literacy access and equity were addressed by utilizing the resources of libraries to inspire the joy of reading. Activities together were built around Niteo’s two open education resources, When We Give Children Books and MicroCredential: Leadership in Literacy. The objective was to cultivate joyously literate communities through a focus on family-wide literacy habits to promote lifelong learning. // As a pathway to resilience and the delivery of a life-wide learning experience, this paper focuses on the Niteo pilot project "Story as Community" and its implications.
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Reports on the topic "Children of immigrants Education Victoria"

1

Arora, Sanjana, and Olena Koval. Norway Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.232.

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This report is part of a larger cross-country comparative project and constitutes an account and analysis of the measures comprising the Norwegian national response to the COVID-19 pandemic during the year of 2020. This time period is interesting in that mitigation efforts were predominantly of a non-medical nature. Mass vaccinations were in Norway conducted in early 2021. With one of the lowest mortality rates in Europe and relatively lower economic repercussions compared to its Nordic neighbours, the Norwegian case stands unique (OECD, 2021: Eurostat 2021; Statista, 2022). This report presents a summary of Norwegian response to the COVID-19 pandemic by taking into account its governance, political administration and societal context. In doing so, it highlights the key features of the Nordic governance model and the mitigation measures that attributed to its success, as well as some facets of Norway’s under-preparedness. Norway’s relative isolation in Northern Europe coupled with low population density gave it a geographical advantage in ensuring a slower spread of the virus. However, the spread of infection was also uneven, which meant that infection rates were concentrated more in some areas than in others. On the fiscal front, the affluence of Norway is linked to its petroleum industry and the related Norwegian Sovereign Wealth Fund. Both were affected by the pandemic, reflected through a reduction in the country’s annual GDP (SSB, 2022). The Nordic model of extensive welfare services, economic measures, a strong healthcare system with goals of equity and a high trust society, indeed ensured a strong shield against the impact of the COVID-19 pandemic. Yet, the consequences of the pandemic were uneven with unemployment especially high among those with low education and/or in low-income professions, as well as among immigrants (NOU, 2022:5). The social and psychological effects were also uneven, with children and elderly being left particularly vulnerable (Christensen, 2021). Further, the pandemic also at times led to unprecedented pressure on some intensive care units (OECD, 2021). Central to handling the COVID-19 pandemic in Norway were the three national executive authorities: the Ministry of Health and Care services, the National directorate of health and the Norwegian Institute of Public Health. With regard to political-administrative functions, the principle of subsidiarity (decentralisation) and responsibility meant that local governments had a high degree of autonomy in implementing infection control measures. Risk communication was thus also relatively decentralised, depending on the local outbreak situations. While decentralisation likely gave flexibility, ability to improvise in a crisis and utilise the municipalities’ knowledge of local contexts, it also brought forward challenges of coordination between the national and municipal level. Lack of training, infection control and protection equipment thereby prevailed in several municipalities. Although in effect for limited periods of time, the Corona Act, which allowed for fairly severe restrictions, received mixed responses in the public sphere. Critical perceptions towards the Corona Act were not seen as a surprise, considering that Norwegian society has traditionally relied on its ‘dugnadskultur’ – a culture of voluntary contributions in the spirit of solidarity. Government representatives at the frontline of communication were also open about the degree of uncertainty coupled with considerable potential for great societal damage. Overall, the mitigation policy in Norway was successful in keeping the overall infection rates and mortality low, albeit with a few societal and political-administrative challenges. The case of Norway is thus indeed exemplary with regard to its effective mitigation measures and strong government support to mitigate the impact of those measures. However, it also goes to show how a country with good crisis preparedness systems, governance and a comprehensive welfare system was also left somewhat underprepared by the devastating consequences of the pandemic.
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