Supporting migrant students through the pandemic and beyond
Información General
- Autores: Alessio D'Angelo (ed. lit.), Roberta Ricucci (ed. lit.), Silvia Carrasco Pons (ed. lit.)
- Editores: Universidad Autónoma de Barcelona = Universitat Autònoma de Barcelona, CER-MIGRACIONS, Servei de Publicacions.
- Año de publicación: 2003
- Colecciones: Focus on international Migration, 10
- País: España
- Idioma: inglés
- ISBN: 978-84-19333-66-7
- Títulos paralelos:
- El apoyo a estudiantes inmigrantesdurante y después de la pandemia
- Enlaces
Resumen
- español
Este número reune las ponencias presentadas en la conferencia internacional 'Learning for Citizenship: supporting migrant students in uncertain times', celebrada el 25 y el 26 de Mayo de 2021. El encuentro fue organizado por la Universidad de Nottingham, el National Institute of Economic and Social Research (NIERS); el grupo EMIGRACER-Migracions de la Universitat Autònoma de Barcelona; y la Universidad de Turín; y fue co-financiado por La Social Policy Association (SPA) del Reino Unido.
- English
This issue brings together some of the papers presented at the international online conference 'Learning for Citizenship: supporting migrant students in uncertain times', hosted on 25th and 26th May 2021. The event was organised by the University of Nottingham; the National Institute of Economic and Social Research (NIESR); the EMIGRA-CER-Migracions of the Universitat Autònoma de Barcelona; and the University of Turin; co-funded by the UK Social Policy Association (SPA)
Otros catálogos
Listado de artículos
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Supporting migrant students through the pandemic and beyond: Introduction to the special issue
págs. 7-10
Systematic vulnerabilization of migrant students: How the dialogic approach can clear the way for a change
págs. 11-29
págs. 30-43
Changing educational roles and competences during the COVID crisis: A case study from Turin, Italy
págs. 44-56
Migrant students in the UK pandemic: Impacts, school responses and community approaches
págs. 57-70
The language and learning loss of pupils using English as Additional Language (EAL), following the closure of schools to most pupils in England: Teacher Perceptions and Policy Implications
págs. 71-83
Highlighting the needs of educational support services working with young refugees in the context of the COVID-19 pandemic: Experiences of service providers and teachers in Austria
págs. 84-94
