Suchergebnisse

With the increasing population of Chinese migrant children in China and the call for addressing educational equity and revising education goals on behalf of the whole child, research indicates that those children experience various challenges regarding their education and well-being including unequal access to education, low quality of education, discrimination, social anxiety, and depression. Thus, this article explores institutional-, school-, and family-level factors to understand how migration might create threats for Chinese migrant children. It is believed that government, community, school, and family have unintentionally formed an intertwined and complex dynamic where the development and education of migrant children is compromised. It is the authors' hope to raise awareness to the academic and practical arenas of both the educational plight and living conditions of Chinese migrant children.

The current refugee crisis is the greatest humanitarian challenge that the EU has faced since its foundation. Men and women, old and young, all have been part of the recent influx of asylum seekers into the European Union. But a lesser-known story about it is the rapid rise of the number of children migrants traveling without an adult guardian. It has become increasingly clear that children, many of them unaccompanied by a parent, relative or guardian, are in the forefront of the crisis. Since 2008, about 198,500 unaccompanied minors have entered Europe seeking asylum, according to data from Eurostat. The closure of European borders and the lack of an effective strategy to cope with waves of refugees often leave unaccompanied minors crossing into Europe with no one to turn to. Authorities try to avoid responsibility for their care and protection. The existing EU and national measures are poorly implemented. Unsurprisingly, many children have lost trust in the institutions and measures intended to guarantee their rights, safety and well-being. These underlying problems have contributed to deplorable reception conditions, particularly in refugee camps, while prolonged uncertainty about children's legal status has left them 'living in limbo'. Such outcomes have in turn exposed vulnerable children to smugglers and human traffickers, and it is conservatively estimated that at least 10,000 unaccompanied migrant children are currently missing in the EU. This article provides an overview of the regulations covering this area. It also discusses the particular challenges of creating a coherent, sustainable, and consistent approach towards unaccompanied minors, analyzing the current policies and the changing trends that policymakers must take into account as they address the phenomenon of child migration. Key words: unaccompanied minor, refugee crisis, regulations, trends, missing children

The current refugee crisis is the greatest humanitarian challenge that the EU has faced since its foundation. Men and women, old and young, all have been part of the recent influx of asylum seekers into the European Union. But a lesser-known story about it is the rapid rise of the number of children migrants traveling without an adult guardian. It has become increasingly clear that children, many of them unaccompanied by a parent, relative or guardian, are in the forefront of the crisis. Since 2008, about 198,500 unaccompanied minors have entered Europe seeking asylum, according to data from Eurostat. The closure of European borders and the lack of an effective strategy to cope with waves of refugees often leave unaccompanied minors crossing into Europe with no one to turn to. Authorities try to avoid responsibility for their care and protection. The existing EU and national measures are poorly implemented. Unsurprisingly, many children have lost trust in the institutions and measures intended to guarantee their rights, safety and well-being. These underlying problems have contributed to deplorable reception conditions, particularly in refugee camps, while prolonged uncertainty about children's legal status has left them 'living in limbo'. Such outcomes have in turn exposed vulnerable children to smugglers and human traffickers, and it is conservatively estimated that at least 10,000 unaccompanied migrant children are currently missing in the EU. This article provides an overview of the regulations covering this area. It also discusses the particular challenges of creating a coherent, sustainable, and consistent approach towards unaccompanied minors, analyzing the current policies and the changing trends that policymakers must take into account as they address the phenomenon of child migration. Key words: unaccompanied minor, refugee crisis, regulations, trends, missing children

This thesis discusses about the challenge of education for migrant children in the rapidly urbanized Chinese society. An ethnographic research was conducted in one of the unregistered migrant schools in Beijing. Through a triangulation of research methods of participatory observation, semi-structured and life history interview, as well as photography, the research, from emic perspectives, analyzes the advantages and disadvantages of the migrant schools in education provision to migrant children, understands the gaps between policy commitments and on-the-ground delivery of public education provision, and raises a few policy recommendations of developing the migrant schools and improving education provision to migrant children. The findings suggest that the migrant schools have played an important role in meeting the unfulfilled demand for education for migrant children in cities. However, the pursuit of short-term profits compromise education quality of such schools, the problem of inequality of quality becomes significant when the migrant schools function to reduce inequality of opportunity. In addition, the findings show that the relationships between the migrant schools and local governments are of critical importance for school development. Based on the research, I would propose that the emerging public-private partnerships in education service provision can be an effective way to diversify and expand service provision channel and benefit the school, the state and migrant children.

Abstract Background The European Union (EU) Migrant-Friendly Hospital (MFH) Initiative, introduced in 2002, promotes the adoption of care approaches adapted to meet the service needs of migrants. However, for paediatric hospitals, no specific recommendations have been offered for MFH care for children. Using the Swiss MFH project as a case study, this paper aims to identify hospital-based care needs of paediatric migrants (PMs) and good service approaches. Methods Semi-structured interviews were conducted with principal project leaders of five paediatric hospitals participating in the Swiss MFH project. A review of the international literature on non-clinical hospital service needs and service responses of paediatric MFHs was conducted. Results Paediatric care can be complex, usually involving both the patient and the patient's family. Key challenges include differing levels of acculturation between parents and children; language barriers; cultural differences between patient and provider; and time constraints. Current service and infrastructural responses include interpretation services for PMs and parents, translated information material, and special adaptations to ensure privacy, e.g., during breastfeeding. Clear standards for paediatric migrant-friendly hospitals (P-MFH) are lacking. Conclusions International research on hospital care for migrant children is scarce. The needs of paediatric migrants and their families may differ from guidance for adults. Paediatric migrant needs should be systematically identified and used to inform paediatric hospital care approaches. Hospital processes from admission to discharge should be revised to ensure implementation of migrant-sensitive approaches suitable for children. Staff should receive adequate support, such as training, easily available interpreters and sufficient consultation time, to be able to provide migrant-friendly paediatric services. The involvement of migrant groups may be helpful. Improving the quality of care for PMs at both policy and service levels is an investment in the future that will benefit native and migrant families.

International child migration has become a modern form of brutality. Ethiopia is also one of the source countries for thousands of young migrants leaving their villages in search of better opportunities elsewhere. The article aims to explore the experiences of Ethiopian unaccompanied and separated migrant children in Yemen. The study was conducted using constructivist research paradigm qualitative hermeneutic phenomenological inquiry with a cross sectional exploratory study design. Twelve purposefully selected unaccompanied and separated migrant children returnees from Yemen, with the registered age of sixteen and seventeen, had participated in the study. Data collected through in-depth interviews, focus group discussion and observation were analyzed thematically. The finding indicated dreadful experiences such as detention; bomb attack; physical abuses; emotional problems; imprisonment; starvation; military recruitment; and sexual abuse which were part of the lives of unaccompanied and separated migrant children in Yemen. The study concluded that the experiences of the migrant minors in Yemen were against the universally declared basic human and child rights that recognize the inherent dignity of all human beings and the developmental needs of children in particular. Findings implied points for comprehensive social work practice, and further research endeavors on the topic under investigation.Keywords: Child migrants, Unaccompanied Child, Separated Child, Ethiopia, Experiences, Yemen

BACKGROUND: The European Union (EU) Migrant-Friendly Hospital (MFH) Initiative, introduced in 2002, promotes the adoption of care approaches adapted to meet the service needs of migrants. However, for paediatric hospitals, no specific recommendations have been offered for MFH care for children. Using the Swiss MFH project as a case study, this paper aims to identify hospital-based care needs of paediatric migrants (PMs) and good service approaches. METHODS: Semi-structured interviews were conducted with principal project leaders of five paediatric hospitals participating in the Swiss MFH project. A review of the international literature on non-clinical hospital service needs and service responses of paediatric MFHs was conducted. RESULTS: Paediatric care can be complex, usually involving both the patient and the patient's family. Key challenges include differing levels of acculturation between parents and children; language barriers; cultural differences between patient and provider; and time constraints. Current service and infrastructural responses include interpretation services for PMs and parents, translated information material, and special adaptations to ensure privacy, e.g., during breastfeeding. Clear standards for paediatric migrant-friendly hospitals (P-MFH) are lacking. CONCLUSIONS: International research on hospital care for migrant children is scarce. The needs of paediatric migrants and their families may differ from guidance for adults. Paediatric migrant needs should be systematically identified and used to inform paediatric hospital care approaches. Hospital processes from admission to discharge should be revised to ensure implementation of migrant-sensitive approaches suitable for children. Staff should receive adequate support, such as training, easily available interpreters and sufficient consultation time, to be able to provide migrant-friendly paediatric services. The involvement of migrant groups may be helpful. Improving the quality of care for PMs at both policy and service levels is an investment in the future that will benefit native and migrant families.

This article begins with an examination of the increasing border enforcement and militarization of the US/Mexico border in recent years. This has led to the detention of thousands of migrants from, mainly, countries of the Northern Triangle. These migrations have been prompted by poverty, unemployment, gang wars, and environmental disasters. Among these migrants there has been a growing number of unaccompanied minors fleeing from exploitation and other dangers. A significant number of these children are sent to various states, where they wait, sometimes for years, for their asylum case to be heard. Others go missing. The main focus of the article is on these unaccompanied children, those who end up in immigration courts and those who are missing. Two texts by Valeria Luiselli are the subjects of analysis – one a non-fiction essay – Tell Me How It Ends (2017) – which is concerned with those children seeking asylum in the New York Immigration court; the other is a novel – Lost Children Archive (2019) which takes as its focus those children who are lost. Framed by a family story, both texts, in their different ways, treat the trauma of separation suffered by the children, in their countries of origin, on the perilous journey through Mexico, and in the United States. Common to both texts is the writer's struggle to find a language and form to express the unimaginable trauma suffered by these children. Taking its cue from Blanchot's The Writing of Disaster (1980), the analysis of both texts centres on the impossibility of writing about the experience of those "without language" but, nevertheless, having to settle for forms of approximation. ; This article begins with an examination of the increasing border enforcement and militarization of the US/Mexico border in recent years. This has led to the detention of thousands of migrants from, mainly, countries of the Northern Triangle. These migrations have been prompted by poverty, unemployment, gang wars, and environmental disasters. Among these migrants there has been a ...

Creating and transmitting a common idea of European citizenship, based on values as individual freedom, equality, tolerance, dignity of individuals independently from gender, religion, race or social class is possibly the main task for educational policies in school and in permanent education. This is a difficult task, because European Union is becoming more and more heterogeneous in its composition, but also because migrations have to be considered as one of the social megatrends affecting Europe, increasing the community's complexity. The rate of migrants students is growing also in Italy by number, native country and level of education: in this varied population school attendance could be both a source of marginalisation or a tool for inclusion and social mobility. The concept of citizenship, including participation, cooperation, and tolerance, becomes then crucial, and the socialisation processes and agencies have to cooperate organizing education to support civicness, and mediating between ethnic origin and culture and the values of the host countries.

Uncorrected vision is prevalent among rural children and those who migrate from rural areas to urban areas with their parents in China, of which more than 20 per cent are nearsighted. Since 2012 the Rural Education Action Program (REAP) has carried out the largest empirical vision care project ever conducted in China. More than 20,000 children in different parts of China have been screened and about 5,000 pairs of eyeglasses have been dispensed to those who are nearsighted. REAP has been able to create a comprehensive picture of vision care for rural and migrant children in China. The successfully implemented project so far has provided valuable lessons for treating vision problems. First, wearing eyeglasses can remarkably improve children's educational performance and self-confidence. Second, in contrast to widespread opinion in rural China, eyeglasses are by no means harmful to children's eyesight. Third, and in contrast to another myth, specific 'eye exercises' used as a traditional alternative to eyeglasses cannot slow the onset or progression of myopia. Finally, teacher incentives to encourage children to wear eyeglasses will improve rates of eyeglasses usage, help to overcome vision problems and thus lower educational barriers. Based on these findings, researchers of the project are currently working with local governments in rural China to incorporate vision care into the healthcare agenda.

A letter report issued by the General Accounting Office with an abstract that begins "Pursuant to a congressional request, GAO provided information on the Department of Education's Migrant Education Program (MEP) and the Department of Health and Human Services' (HHS) Migrant Head Start Program (MHS), focusing on: (1) the goals of the MEP and MHS programs, how they operate, who they serve, and what services they provide; (2) the extent to which Education and HHS facilitate the coordination of MEP and MHS services within each of their programs and between the two programs; and (3) how well Education and HHS determine whether MEP and MHS achieve their goals and objectives."

This thesis foregrounds the application of anthropological documentary methods and ethnographic investigation in examining the world of child immigrants and the cross-cultural dilemmas they encounter upon entering the formal educational system of the 'host' country- in this case, a primary school setting in Dublin and Paris. The specificity of the primary school classroom as an ethnographic site facilitates a sustained audio-visual examination of immigrant children as they work to re-build their identities in a new and unfamiliar environment. Such a richly textured space opens up potential avenues of exploration for the researcher: what, for example, can intercultural pedagogy learn from the child who is dealing with two or more languages and for whom the past and present have been unexpectedly and irreversibly transformed? How are embodied cultural memories from the past carried and expressed in the immediate present? How are the values of the 'host' culture transmitted and what pressures, if any, are placed on immigrant children to prematurely verbalise their personal stories? How do immigrant children dramatise between themselves and with their teachers the conflicted dynamics of their cultural transformation? How does the cinematic process generate a milieu for young migrant actors to be multi-vocal? The thesis comprises five chapters together with an introduction and a conclusion. Chapter one provides a critical overview of the concept of childhood and the role of migrant children's' agency in the construction of a transcultural identity. Drawing on a number of scholars in cultural anthropology, visual anthropology and cultural studies, the chapter elaborates and explains certain terms and concepts used throughout the thesis: the 'transcultural', the 'anthropology of experience' and 'cross-cultural ethnographic film practice'. Simultaneously the chapter introduces the role of the DVD artefact as an essential and integrated component of the thesis throughout, offering the reader a viewing source of all moving image material, referenced in each of the five chapters. Chapter two introduces film fieldwork conducted in a primary school in Paris in which migrant children, newly arrived in France, and who do not speak French are compelled to learn the language, since it is a compulsory requirement for integration into the French school system. The thematics and critical concepts of this chapter include: the post-colonial school system in France, the effects of linguistic assimilation, the tropes of observational cinema, migrant children's experience of intercultural modes of communication and the role of the somatic in the acquisition of new languages and cultural practices. Chapter three functions as the main field site in the dissertation, comprising the core ethnographic work conducted in a mono-denominational primary school, in the inner city of Dublin. Juxtaposing classrooms (in Paris and Dublin), a contrast is created between two European models of 'multicultural' education and cultural integration. Divided into five sections, chapter three includes thematics and critical concepts, such as observational participant cinema, storytelling and personal memory, transcultural pedagogy, the role of religion, the cultural life of Irish educators, and the role of multicultural literacy. The fourth chapter engages with the subject of a migrant domestic sphere, conducting visual fieldwork with an Algerian family recently reunified in Ireland. The thematics and critical concepts of this chapter include the politics of the migrant domestic space, intergenerational tensions, the practise of cinema-verite, the cultural politics shaping Algerian and Berber minorities, the construction of adolescence and the performance of migration and memory. The fifth and final chapter merges storytelling with an anthropological analysis of migrant children's stories. Thematics and critical concepts throughout this concluding chapter include: memory and remembrance; childhood strategies of agency and resistance; the politics of heteroglossia; children's everyday lived experience, the role of participant cinema and the interview.

Knowledge about the language of the country of arrival or living, is the basic for the access to citizenship rights and social rights. Knowledge of language becomes an instrument with which to decipher the surrounding reality, translating the grammar from the field to democracy. Equality also passes through the possession of the word.Starting from the hypothesis that exists a strong link between Italian language speaking, listening, comprehension capacities and in general multilingual skills and the social inclusion of young migrants, the research aims to explore two dimensions of the Life Project of Uams. The research analyses the attendance in CPIAS (Italian language teaching and learning) and the integration in the reception system, together with the interconnection between them and their interaction that characterize social inclusion perspectives of Uams. The main objective is to analyze Uams educational needs, language (illiterates, but multilingual), digital or job skills, social and family conditions both in their country of origin and in Italy in order to define UAMs socio-linguistic profile. Moreover, a goal of the research plan is to find out potential paths to base an adequate educational offer, with attention to LESLLA (Low Educated Second Language and Literacy Acquisition.

In this article the protection of migrant children is discussed in Mexico when it comes to children belonging to other citizenship and culture, in spite of the apparently protective legislation in some of these cases, since the country needs a system protection to this type of immigration status that has effective mechanisms to address the underlying problem and respond effectively to the humanitarian crisis that children from other countries live. ; En el presente artículo se analiza la protección del menor migrante en México cuando se trata de niños que pertenecen a otra ciudadanía y cultura, ello a pesar de la normativa aparentemente protectora en algunos de estos casos, toda vez que en el país hace falta un sistema de protección a este tipo de situación migratoria, que cuente con mecanismos efectivos para enfrentar el problema de fondo y responder eficazmente a la crisis humanitaria que viven los niños provenientes de otros países.

Issues of protection by mechanisms of the International Law of migrant children is particularly relevant today because the numbers of migrant children are growing each year significantly. Master thesis "Migrant Children in the Context of Child Rights Convention" is devoted to the examining of the role of the Convention on the Rights of the Child as one of the essential instrument of protecting migrant children's rights in the International Law through a comprehensive analysis of the relevant articles of the Convention and legal problems related to them. The Convention on the Rights of the Child contains a complete list of civil, political, economic, social and cultural rights that migrant children have and requires states to protect this category of children as the most vulnerable. The Convention on the Rights of the Child guarantees the right of migrant children to family reunification, effectively protects refugee and asylum-seeking children as a separate group of migrant children and limits the immigration detention of children what is always contrary to their best interests. Master thesis "Migrant Children in the Context of Child Rights Convention" is divided into general and specific parts, which provide logical argumentation that the Convention on the Rights of the Child is an crucial protective instrument of migrant children in International Law. Conclusions and recommendations illustrate the effectiveness of the Convention on the Rights of the Child in the legal regulation of migrant children.