Teaching Preschoolers about Diversity: A view from Greece

Benincasa, Luciana

doi:10.1080/0260747021000005556

Cited by 6 publications

(4 citation statements)

References 8 publications

(13 reference statements)

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“…The educational system in the UK is legally bound to actively promote racial equality, although research has documented some negative issues related to the integration and performance of ethnic minorities in education (Chadderton 2010). The system in Italy is characterized by a general climate of indifference toward multiculturalism and intercultural education (Zinn 2005), whereas in Greece schools take an ethnocentric approach and focus on monocultural and monolingual teaching, reflecting an exclusionary Greek national identity (Benincasa 2002). Gogonas (2010) emphasizes the incapacity of teachers to recognize the importance of bilingualism, widely acknowledged in the literature as a factor that promotes academic achievement and expectations among immigrant-origin teenagers (Golash-Boza 2005).…”

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confidence: 98%

Migrating and Settling in a Mobile World

Vathi

2015

IMISCOE Research Series

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This series is the official book series of IMISCOE, the largest network of excellence on migration and diversity in the world. It comprises publications which present empirical and theoretical research on different aspects of international migration. The authors are all specialists, and the publications a rich source of information for researchers and others involved in international migration studies.The series is published under the editorial supervision of the IMISCOE Editorial Committee which includes leading scholars from all over Europe. The series, which contains more than eighty titles already, is internationally peer reviewed which ensures that the book published in this series continue to present excellent academic standards and scholarly quality. Most of the books are available open access.For information on how to submit a book proposal, please visit: http://www. imiscoe.org/publications/how-to-submit-a-book-proposal. Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited. All commercial rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, re-use of illustrations, recitation, broadcasting, reproduction on microfilms or in any other way, and storage in data banks. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher's location, in its current version, and permission for commercial use must always be obtained from Springer. Permissions for commercial use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.Printed on acid-free paper PrefaceComparative research on migration is a growing trend in academia. Yet very few studies that compare migrants and their descendants across different sites exist. Study of the integration of the children of migrants-the so-called 'second-generation'-is itself a recent trend in social science research and migration literature. Their integration is thought to be an important indicator of the degree of integration of immigrants into a specific society. This book offers an in-depth, qualitative analysis of the integration of Albanian migrants and their descendants in Europe. It is also the first full-l...

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confidence: 98%

Migrating and Settling in a Mobile World

Vathi

2015

IMISCOE Research Series

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“…McGarvey et al, 1998;Benincasa, 2002;Tomlinson, 2003;Donnelly, 2004;UNESCO, 2004). One influential model from the United States (Tomlinson, 2003) has proven particularly useful for researchers and practitioners alike.…”

Section: Introductionmentioning

confidence: 99%

Understanding and responding to diversity in the primary classroom: an international study

Humphrey

Bartolo

Ale

et al. 2006

European Journal of Teacher Education

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The increased diversification of classrooms in recent years has placed additional demands upon teachers who strive to facilitate the learning and participation of all pupils. The aim of the current study was to explore how primary teachers across Europe understand and respond to diversity in their classrooms. A total of 35 teachers from 7 countries (Czech Republic, England, Germany, Holland, Lithuania, Malta, Sweden) participated in semi-structured interviews. Analysis of the data yielded several key themes: (i) the need for caring and inclusive attitudes and school ethos, (ii) facilitating inclusive values and solidarity in pupils, (iii) building collaborative networks, (iv) organising 'responsive' teaching, and (v) facing challenges in responding to diversity. The implications of these findings for the development of inclusive practices are discussed.

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“…In short, the participants perceived Mainland Chinese immigrant children negatively in terms of their learning attitudes, academic performance, problematic classroom behaviours and accented speech. These observed differences constitute major components of the 'deficit model' in their perceptions of these children (Boyle and Charles 2011;Benincasa 2002). It is true that many immigrant children from Mainland China have to struggle when learning English (e.g.…”

Section: Perceptions Of Immigrant Children As a Challengementioning

confidence: 98%

Pre-service English teachers’ perceptions of newly arrived children from Mainland China

Chan

Gao

2014

Journal of Education for Teaching

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The research reported here investigated pre-service English language teachers' perceptions of newly arrived immigrant children from Mainland China in Hong Kong. Seventeen participants, who had at least 10 weeks of experience working with these immigrant children during teaching practicum, participated in focus group discussions and shared their perceptions. The data analysis revealed that the participants widely perceived these children as deficit and consider them a serious professional challenge. Further examination of the data helped reveal media, life and teaching practicum experiences with immigrant children as crucial sources that contributed to the formation of these perceptions. The findings call for teacher education programmes to involve pre-service teachers in critical engagement with the mass media and their own experiences so that they can address the deficit model applied by teachers to immigrant children.

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Teaching Preschoolers about Diversity: A view from Greece

Cited by 6 publications

References 8 publications

Migrating and Settling in a Mobile World

Migrating and Settling in a Mobile World

Understanding and responding to diversity in the primary classroom: an international study

Pre-service English teachers’ perceptions of newly arrived children from Mainland China

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