Good practices and educational innovation for improving well-being of migrant and refugee children. Insights from the IMMERSE H2020 research project
DOI:
https://doi.org/10.22325/fes/res.2024.212Keywords:
good practices, migrant children, refugee children, educational innovation, inclusionAbstract
The term “good practice” refers to an innovative and creative solution crafted to enhance the living conditions and, consequently, the well-being of individuals and communities. However, this concept is profoundly contextual. A project, process, or outcome can be deemed “good” or “innovative” only concerning a particular context and its capacity to meet a specific need. Hence, adopting and adapting a good practice originating from elsewhere to a new context must be approached on a case-by-case basis. This article outlines the methodology utilized to analyse the good practices gathered at the European level within the Horizon 2020 IMMERSE research project. In this study, we have combined the primary indicators of migrant and refugee children integration with the conventional criteria for identifying a good practice (such as efficacy, efficiency, and transferability) to identify exemplary practices. Ultimately, the article offers an empirical evaluation to underscore and scrutinize some of the most pertinent initiatives identified, intending to propose a series of policy recommendations geared towards enhancing well-being and fostering successful pathways for the integration of migrant and refugee children.
References
Bäckman, E., & Trafford, B. (2007). Democratic governance of schools. Council of Europe Publishing.
Bear, G. G. (2020). Improving school climate: Practical strategies to reduce behavior problems and promote social and emotional learning. Routledge.
Benadusi, L., & Consoli, F. (2004). La governance della scuola: istituzioni e soggetti alla prova dell’autonomia. Il Mulino.
Brown, E. L., & Krŭsteva, A. (Eds.). (2013). Migrants and refugees: equitable education for displaced populations. Information Age Publishing.
Fabretti, V., Gigliotti, M., Lonardi, M., & Taviani, S. (2022). Collection of Good Practices at the National and EU level. In D4.1. https://www.immerse-h2020.eu/wp-content/uploads/2022/08/IMMERSE_D4.1_Extended.pdf
Fernández García, M., Serrano Sanguilinda, I., Fabretti, V., Taviani, S., Ordóñez Carabaño, Á., Bajo Marcos, E., & Rodríguez-Ventosa Herrera, E. (2019). Report on intercultural competences and multiligualism regarding research on refugee and migrant children integration. In D1.2. https://ec.europa.eu/research/participants/documents/downloadPublic?documentIds=080166e5cf41645a&appId=PPGMS
Fernández García, M., Serrano Sanguilinda, I., Fabretti, V., Taviani, S., Ordóñez Carabaño, Á., Bajo Marcos, E., Rodríguez-Ventosa Herrera, E., Martin, S., O’Riordan, J., Horgan, D., Maier, R., Marouda, M. D., Rutzen, A., & Ramadan, A. (2020). IMMERSE Dashboard. In D1.5. https://www.immerse-h2020.eu/dashboard-of-socio-educational-integration-indicators/
Fisher, L., Evans, M., Forbes, K., Gayton, A., & Liu, Y. (2018). Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation. International Journal of Multilingualism, 17(4), 448-466. https://doi.org/10.1080/14790718.2018.1524896
Godin, B., & Vinck, D. (2017). Introduction: innovation – from the forbidden to a cliché. In B. Godin, & D. Vinck (Eds.), Critical Studies of Innovation (pp. 1–14). Edward Elgar Publishing. https://doi.org/10.4337/9781785367229.00007
Herzog-Punzenberger, B. (2016). Successful integration of migrant children in EU member states: examples of good practice. NESET. https://nesetweb.eu/en/resources/library/successful-integration-of-migrant-children-in-eu-member-states/
Hubert, A. (2010). Empowering people, driving change: Social innovation in the European Union. https://ec.europa.eu/migrant-integration/sites/default/files/2011-01/docl_17731_35611801.pdf
Licardo, M. (2020). Implementing good practices with migrant children in preschool education in Slovenia. In Clicked: Culture, Language, Inclusion, Competencies, Knowledge, Education: Diverse Approaches and National Perspectives in the Field of Primary and Pre-Primary Education (pp. 57-68). University Press University of Sopron.
Moulaert, F. (2010). Social innovation and community development: concepts, theories and challenges. In F. Moulaert, E. Swyngedouw, F. Martinelli, & S. Gonzalez (Eds.), Can neighbourhoods save the city? (pp. 20-32). Routledge.
Moulaert, F., Mehmood, A., MacCallum, D., & Leubolt, B. (2017). Social innovation as a trigger for transformations-the role of research. Publications Office of the European Union.
Mulgan, G. (2006). The Process of Social Innovation. Innovations: Technology, Governance, Globalization, 1(2), 145-162. https://doi.org/10.1162/itgg.2006.1.2.145
Ongini, V. (2019). Grammatica dell’integrazione: italiani e stranieri a scuola insieme. Laterza.
Oosterlynck, S., Kazepov, Y., Novy, A., Cools, P., Barberis, E., Wukovitsch, F., Sarius, T., & Leubolt, B. (2013). The butterfly and the elephant: local social innovation, the welfare state and new poverty dynamics. In Poverty Reduction in Europe: Social Policy and Innovation (Vol. 13, Issue 3). Herman Deleeck Centre for Social Policy, University of Antwerp.
Peris-Ortiz, M., Gomez, J. A., & Marquez, P. (2018). Strategies and Best Practices in Social Innovation: An Overview. In M. Peris-Ortiz, J. A. Gómez, & P. Marquez (Eds.), Strategies and Best Practices in Social Innovation. An Institutional Perspective (pp. 1-10). Springer.Rosser Limiñana, A., & Juana Espinosa, S. A. de. (2019). European good practices on inclusion of migrant and Roma children in schools. PEOPLE: International Journal of Social Sciences 5(2), 700-711. https://doi.org/10.20319/pijss.2019.52.700711
Schaefer, D., Coates, G., & Eckert, C. (Eds.). (2019). Design Education Today: Technical Contexts, Programs and Best Practices. Springer.
Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4-33. https://doi.org/10.1108/JRIT-10-2016-0007
Serrano Sanguilinda, I., Fernández García, M., Ordóñez Carabaño, Á., Bajo Marcos, E., & Miguel Somavilla, S. (2019). Common Conceptual Framework. https://ec.europa.eu/research/participants/documents/downloadPublic?documentIds=080166e5cf416458&appId=PPGMS
Tarman, B. (2016). Innovation and education. Research in Social Sciences and Technology, 1(1), 77-97.
Tracey, P., Phillips, N., & Jarvis, O. (2011). Bridging Institutional Entrepreneurship and the Creation of New Organizational Forms: A Multilevel Model. Organization Science, 22(1), 60-80. https://doi.org/10.1287/orsc.1090.0522
Valero, D. E., & López Marco, L. (2019). Interdisciplinariedad en la innovación social frente a la despoblación rural. Economía Agraria y Recursos Naturales, 19(1), 17-36. https://doi.org/10.7201/earn.2019.01.02
Van Rensburg, N. J., Meyer, J., & Nel, H. (2016). Social innovation, research and community engagement: Managing interdisciplinary projects for societal change. 2016 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM), 1785-1789.
Zuber, M. (2017). The protection of children in migration. Emerging issues and ways forward. Migrant Children and Young People – Social Inclusion and Transition to Adulthood. https://doi.org/10.1063/pt.6.6.20170627a
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Valeria Fabretti, Ángela Ordónez-Carabaño, Michela Lonardi, Silvia Taviani
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
• The transfer of the copyright of the article to Revista Española de Sociología.
• The assignment to the Revista Española de Sociología of the rights of commercial exploitation of the article to third parties both in the offset and digital formats, as well as to the search engines and platforms that may serve as intermediaries for the sale or knowledge of the article.
