Excluded or Included by COVID 19? The Impact of COVID 19 on Inclusive Education Efforts with Regard to Migrant Children in Belgium

Shannon Damery; Alissia Raziano

Excluded or Included by COVID 19? The Impact of COVID 19 on Inclusive Education Efforts with Regard to Migrant Children in Belgium

Publication date: 31.12.2021

Migration Studies – Review of Polish Diaspora, 2021 (XLVII), Vol. 4 (182), pp. 183 - 203

https://doi.org/10.4467/25444972SMPP.21.058.14811

Authors

Pobierz pełny tekst

PDF

Titles

Excluded or Included by COVID 19? The Impact of COVID 19 on Inclusive Education Efforts with Regard to Migrant Children in Belgium

Abstract

This article presents empirical findings from the H2020 CHILD UP project with an investigation of the impact of the COVID 19 pandemic on migrant children’s education and wellbeing in school. It aims to understand if and how the new education landscape and hybrid learning initiatives have changed inclusive education efforts geared towards migrant students in two Communities of Belgium. ‘Inclusive education’ is a key term often used in pedagogical discourse and describes an ideal situation where the unique, individual educational needs of each child can be met while the child remains in the mainstream classroom. The particular needs of migrant students, however, are often overlooked in inclusive education discourse, and their position can become even more complicated with the added pressures of the pandemic. Through questionnaires and interviews with students, teachers, and other school actors, we found that migrant students were often disproportionately negatively impacted by hybrid and remote learning measures, but that the situation also offered some surprising opportunities for mentoring and peer support and these contrasting outcomes are presented here.

Keywords

inclusive education, hybrid learning, migrant children, integration

References

Download references

Atkinson, P., Coffey, A., Delamont, S., Lofland, J., Lofland, L. (2001), Editorial introduction. In P. Atkinson, A. Coffey, S. Dalamont, J. Lofland & L. Lofland (Eds.), Handbook of Ethnography (pp. 1–7), London: Sage Publications Ltd.

Banks, J. A. and Cherry A. McGee Banks, (ed.) (2010), Multicultural Education: Issues and Perspectives. 7th ed. USA: John Wiley and Sons.

Banton, M. (2015), What we know about race and ethnicity, Oxford: Berghahn.

Bawa, P. (2020), Learning in the age of SARS-COV-2: A quantitative study of learners’ performance in the age of emergency remote teaching, Computers and Education Open, Volume 1, 100016, ISSN 2666–5573, https://doi.org/10.1016/j.caeo.2020.100016.

https://doi.org/10.1016/j.caeo.2020.100016.

Bednet. (n.d.), Bednet. Retrieved March 08, 2021, from https://www.bednet.be/bednet-english.

Braun, V., & Clarke, V. (2006), Using thematic analysis in psychology, “Qualitative Research in Psychology”, 3(2), 77–101. doi:10.1191/1478088706qp063oa

https://doi.org/10.1191/1478088706qp063oa

Buswell, B. E., Schaffner, C. B., Jackson, L. B. and Schiappacasse, J. (1999), Behavior: strategies, supports and structures. In B. E. Buswell, C. B. Schaffner and A B. Seyler (Eds.), Opening Doors: Connecting Students to Curriculum, Classmates, and Learning, 2nd edn (Colorado Springs: PEAK Parent Center), pp. 41–47.

CHILD UP (2020), Obstacles and Opportunities in the Integration of Migrant-Background Children in Schools – CHILD UP Practice Analysis, http://www.child-up.eu/wp-content/uploads/2020/10/CHILD-UP-Report-on-practices_FULL.pdf

Demitri, L. (2021, March 8), Charleroi : 1700 Élèves ONT reçu Tablettes ET PC portables. Retrieved March 09, 2021, from https://www.telesambre.be/charleroi-1700-eleves-ont-recu-tabletteset-pc-portables?fbclid=IwAR2vD6LH0qY0GezSHbOYaB8wqasjKSy7KYUEM06BF4QMI73TbESzgX-8wag

Duroisin, N., Beauset, R., Flamand, A. & Leclercq, M. (2021), Ecole & Covid : Pratiques enseignantes en temps de pandémie (résultats de la deuxième enquête), Rapport de recherche. Universitéde Mons, Belgique.

Education Endowment Foundation (2020), Impact of school closures on the attainment gap: Rapid Evidence Assessment, London: Education Endowment Foundation.

Emond, E. [2005] (2010), Ethnographic Research Methods with Children and Young People (123–139) in: S. Greene and D. Hogan (Eds.) Researching Children’s Experience. Los Angeles, London, New Delhi, Singapore, Washington DC: Sage.

Ensor, M. O., Gozdziak, E. (2010), Children and Migration, in: M. O. Ensor E. Gozdziak (Eds.), Children and migration: At the crossroads of resiliency and vulnerability (pp. 1–14): Palgrave Macmillan.

Eurostat. (2021, January), Migrant integration statistics – at risk of poverty and social exclusion. Migrant integration statistics – at risk of poverty and social exclusion – Statistics Explained. https://ec.europa.eu/eurostat/statisticsexplained/index.php?title=Migrant_integration_statistics_-_at_risk_of_poverty_and_social_exclusion.

EURYDICE. (2020, December 08), National reforms in school education. Retrieved March 05, 2021, from https://eacea.ec.europa.eu/national-policies/eurydice/content/national-reformsschool-education-3_en

Fédération Wallonie-Bruxelles (2015), Synthèse des travaux de la première phase du Pacte, Avis du groupe central, Retrieved March 09, 2021, from http://www.enseignement.be/index.php?page=28280.

Fédération Wallonie-Bruxelles. (2020), Circulaire 7625 – Définition d’une stratégie en vue de la rentrée de septembre 2020/2021 dans le contexte du Covid-19 – Enseignement secondaire, from http://www.enseignement.be/upload/circulaires/000000000003/FWB%20-%20Circulaire%207625%20(7878_20200624_165456),pdf.

Fédération Wallonie-Bruxelles, a (n.d.), École numérique, Retrieved March 08, 2021, from http://www.enseignement.be/index.php?page=26583.

Fédération Wallonie-Bruxelles, b (n.d.), L’inclusion scolaire, Retrieved March 08, 2021, from http://www.enseignement.be/index.php?page=27775.

Fisher, D., Roach, V., & Frey, N. (2002), Examining the general programmatic benefits of inclusive schools. “International Journal of Inclusive Education”, 6(1), 63–78. https://doi.org/10.1080/13603110010035843.

https://doi.org/10.1080/13603110010035843.

Hemelsoet, E. (2011), Questioning the homogenization of irregular migrants in educational policy: From (il)legal residence to inclusive education. Educational Theory, 61(6), 659–669. doi:10.1111/j.1741-5446.2011.00427.x.

https://doi.org/10.1111/j.1741-5446.2011.00427.x.

Heyl, B. S. (2001), Ethnographic interviewing, in: P. Atkinson, A. Coffey, S. Delamont, J. Lofland & L. Lofland (Eds.), Handbook of ethnography (pp. 369–383), London: Sage Publications Ltd.

I-Learn Vlaanderen. (2020, June 23), Learn, personalized digital learning: I-learn vlaanderen. Retrieved March 08, 2021, from https://www.i-learn.vlaanderen/en/

Jorgensen, C. (Ed.) (1998), Restructuring High Schools for all Students: Taking Inclusion to the Next Level (Baltimore: Paul H. Brookes),

Kogan, V. and Laverty, S. (2021), The COVID-19 Pandemic and Student Achievement on Ohio’s Third-Grade English Language Arts Assessment, http://glenn.osu.edu/educational-governance/reports/reports-attributes/ODE_ThirdGradeELA_KL_1-27-2021.pdf.

Maldonado, J., De Witte, K. (2020), The effect of school closures on standardised student test outcomes (Tech. No. DPS20.17), Leuven: KU Leuven – Department of Economics.

McAndrew, M. (2013), Fragile majorities and education: Belgium, Catalonia, Northern Ireland and Quebec, Quebec, QC: McGill-Queen’s University Press

Mamlin, N. (1999), Despite best intentions: when inclusion fails, “Journal of Special Education, pp. 33, pp. 36–49.

McGregor, G. (1993), Inclusion: a powerful pedagogy. a look at the research base. Front Line, 2, pp. 7–10.

Neito, S. (2017), Re-imagining multicultural education: New visions, new possibilities. Multicultural Education Review, 9, pp. 1–10.

Oakes, J. (1985), Keeping Track: How Schools Structure Inequality (New Haven and London: Yale University Press).

Oakes, J. and Lipton, M. (1999), Teaching to Change the World, New York: McGraw-Hill.

OECD. (2017), Education Policy Outlook – Belgium (Rep.), OECD. doi: http://www.oecd.org/education/Education-Policy-Outlook-Country-Profile-Belgium.pdf.

OECD. (2020), Belgium Country Note (School Education During COVID-19: Were Teachers and Students Ready?, Rep.), OECD, doi:http://www.oecd.org/education/Belgium-coronaviruseducation-country-note.pdf.

Onderwijs vlaanderen a (n.d.), Naar een BEGELEIDINGSDECREET Voor LEERLINGEN MET specifieke onderwijsbehoeften. Retrieved March 08, 2021, from https://onderwijs.vlaanderen.be/nl/naar-een-begeleidingsdecreet-voor-leerlingen-met-specifieke-onderwijsbehoeften#blijven-inzetten-op-inclusie.

Onderwijs.vlaanderen. b (n.d.), Ondersteuningsmodel voor LEERLINGEN MET specifieke ONDERWIJSBEHOEFTEN –DIRECTIES EN administraties. Retrieved March 08, 2021, from https://onderwijs.vlaanderen.be/nl/ondersteuningsmodel-voor-leerlingen-met-specifieke-onderwijsbehoeften.

Race, R. (2018), Introduction, in: R. Race (Ed.), Advancing Multicultural Dialogues in Education. essay, Springer International Publishing.

Raynolds, H. (1994), Structuring Schools for Student Success: A Focus on Ability Grouping (Boston: Massachusetts Department of Education).

Schauwer, E. D., Van de Putte, I., De Beco, G. (2019), Inclusive education in Flanders, Belgium.

The Right to Inclusive Education in International Human Rights Law, pp. 514–529. doi:10.1017/9781316392881.021.

https://doi.org/10.1017/9781316392881.021.

Shepherd, T. L., & Linn, D. (2015), Behaviour and classroom management in the multicultural classroom: Proactive, active and reactive strategies, Thousand Oaks: Sage.

Slee, R. and Cook, S. (1994), Creating cultures of disabilities to control young people in Australian schools, Urban Review, 26, pp. 15–23.

Sigona, N., & Hughes, V. (2012), No way out, no way in: Irregular migrant children and families in the UK. Oxford: University of Oxford: COMPAS.

Stevens, R. J. and Slavin, R. E. (1995), The cooperative elementary school: effects on students’ achievement, attitudes, and social relations. American Education Research Journal, 32, pp. 321–351.

UNICEF. (n.d.), Inclusive education. Retrieved March 05, 2021, from https://www.unicef.org/education/inclusive-education.

UNICEF Belgium (2018), ‘The voice of migrant and refugee children living in Belgium.’ ‘What do you think?’ Report.

Van Hove, G., De Schauwer, E., Vaughan, R. (n.d.), Inclusive Education: The Way Forward – National Report: Belgium (Rep.), Retrieved March 8, 2021, from IE+ website: https://www.easpd.eu/en/content/promoting-inclusive-education.

Van Maele, D. and Poeze, M. (2018), Transcending educational boundaries: challenges to the educational inclusion of refugees in Europe’s 2 Seas area._Kortrijk: Vives University of Applied Sciences.

Information

Information: Migration Studies – Review of Polish Diaspora, 2021 (XLVII), Vol. 4 (182), pp. 183 - 203

DOI: https://doi.org/10.4467/25444972SMPP.21.058.14811

Article type: Original article

Titles:

Polish:

Excluded or Included by COVID 19? The Impact of COVID 19 on Inclusive Education Efforts with Regard to Migrant Children in Belgium

English:

Excluded or Included by COVID 19? The Impact of COVID 19 on Inclusive Education Efforts with Regard to Migrant Children in Belgium

Authors

Shannon Damery

https://orcid.org/0000-0002-9490-9412

University of Liège, Liège, Wallonia, Belgium

Alissia Raziano

University of Liège, Liège, Wallonia, Belgium

Published at: 31.12.2021

Article status: Open

Licence: CC BY-NC-ND

Percentage share of authors:

Shannon Damery (Author) - 50%

Alissia Raziano (Author) - 50%

Article corrections:

Publication languages:

English

View count: 690

Number of downloads: 525

<p> Excluded or Included by COVID 19? The Impact of COVID 19 on Inclusive Education Efforts with Regard to Migrant Children in Belgium</p>

Download xml