Integrating Marginalised Students in Ghanaian Schools: Insights from Teachers and Principals

Autor/inn/en	Kyereko, Daniel Owusu; Faas, Daniel
Titel	Integrating Marginalised Students in Ghanaian Schools: Insights from Teachers and Principals
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 3, S.417-434 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Faas, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1929073
Schlagwörter	Disadvantaged Youth; Foreign Countries; Migrant Children; Barriers; Multicultural Education; Intercultural Communication; Academic Achievement; Ghana + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Ausland; Multikulturelle Erziehung; Interkulturelle Kommunikation; Schulleistung
Abstract	This article focuses on deepening the understanding of the factors affecting migrant students' integration in Ghana's educational system. Research on migrant education has primarily centred on northern destination countries. Using the case of West African migrant children in a multiethnic and multilingual Ghanaian setting, the article examines the complex and interplaying factors affecting migrant students' integration into Ghanaian schools. Analysis from 40 semi-structured interviews with teachers and principals drawn from 30 schools offers insights into the challenges faced by schools in trying to help migrant students succeed. The study offers practical insights into the advantages of having teachers with a migrant background, especially the extent to which they use their intercultural competencies in helping migrant students overcome school-related challenges. While the fieldwork was carried out in Ghana, the implications are also of interest to other jurisdictions where schools are faced with migration-related diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01