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Czech elementary school teachers’ implicit expectations from migrant children
ARTICLE

International Journal of Educational Development Volume 53, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

The article explores the implicit expectations of teachers regarding the paths of integration of migrant children from various cultural backgrounds. Drawing on qualitative interviews with teachers the findings suggest that the school experience of migrant children is shaped by the concealed assertion of values linked with the dominant ethnicity. In the eyes of teachers, a successfully integrated migrant is stripped of ethnical specifics. The key mechanisms of this assimilatory process are a focus on host country language acquisition, neglect of the skills a migrant child may have acquired before immigration, and the individualisation of success. The analysis calls for a broader reflection on the implicit conditions involved in architecturing migrant integration policies and practices in education.

Citation

Machovcová, K. (2017). Czech elementary school teachers’ implicit expectations from migrant children. International Journal of Educational Development, 53(1), 92-100. Elsevier Ltd. Retrieved August 22, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2016.12.006

Keywords