Children's Right to Belong?--The Psychosocial Impact of Pedagogy and Peer Interaction on Minority Ethnic Children's Negotiation of Academic and Social Identities in School

Autor/inn/en	McGillicuddy, Deirdre; Machowska-Kosciak, Malgosia
Titel	Children's Right to Belong?--The Psychosocial Impact of Pedagogy and Peer Interaction on Minority Ethnic Children's Negotiation of Academic and Social Identities in School
Quelle	In: Education Sciences, 11 (2021), Artikel 383 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (McGillicuddy, Deirdre)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Sense of Community; Individual Development; Teaching Methods; Peer Relationship; Minority Group Students; Identification (Psychology); Childrens Rights; Student Attitudes; Foreign Countries; Immigrants; Elementary School Students; Academic Ability; English (Second Language); Second Language Learning; Ireland; Poland + Suchen Sie Ihr Suchwort? Individuelle Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; 'Children''s rights'; Kindesrecht; Schülerverhalten; Ausland; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Irland; Polen
Abstract	Migration across the OECD this decade is reflected in increasingly diverse societies. Although migration into Ireland remains relatively low, increasing pupil diversity is evident in the physical, pedagogical, curricular, and socio-relational aspects of schooling. While the intensity of such changes are evident in teacher pedagogy, children's social worlds, and classroom/school dynamics, most notable is the lack of policy development to support school practices. Drawing on two in-depth case studies, this paper aims to foreground minority ethnic children/young people's voice(s) as they negotiate the complexity of identity (re)formation and belonging in school. It explores whether mis/recognition impacts teacher pedagogical practices through ability grouping, and minority ethnic children's navigation of social spaces within/between the classroom. Using a children's rights lens, this paper interrogates whether minority ethnic children's right to education preparing them "for responsible life in a free society, in the spirit of understanding, peace (and) tolerance" (Article 29 (1), UNCRC, 1989) is being realised. Findings indicate the need to foreground minority ethnic children's voices and rights to ensure how they "do"/"feel" learning is in their best interests and affords them equal opportunities in their school lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01