Authors: Eva Klemenčič-Mirazchiyski; Simona Bezjak; Alexander Krauss; Selma Osmanović; Nada Trunk Širca; Andrej Koren
Addresses: Educational Research Institute, Ljubljana, Slovenia ' Educational Research Institute, Ljubljana, Slovenia ' Institut Für Sozialwissenschaftliche Beratung GmbH (ISOB), Regensburg, Germany ' International School for Social and Business Studies - Alumni (Slovenia), Celje, Slovenia ' University of Primorska, ISSBS and EMUNI, Celje, Slovenia ' International School for Social and Business Studies, Celje, Slovenia
Abstract: Inclusion in education is one of the most important activities of the integration process and schools can have an enormous impact on migrant integration. The article discusses the role of education in the inclusion of migrants. The research questions focus on: (1) how inclusive education professionals see their schools and local environments; and (2) how big they see their own contributions to the various aspects of inclusion in their schools and local environments. This study uses data from the international RoMigSc project with analysis on a descriptive level. The main findings show that a lack of communication and collaboration arising mostly from language barriers amongst key stakeholders in specific educational environment are the weakest elements in the successful school inclusion of migrants. The implications for practice are that including remedial instruction in the language of instruction, more frequent interactions with migrant parents and active campaigns on cultural diversity in the local community are needed.
Keywords: migrants; multi-ethnic environment; school inclusion; school integration efforts; social isolation; language of instruction; student cooperation; parental cooperation; education; RoMigSc project.
International Journal of Management in Education, 2022 Vol.16 No.4, pp.339 - 360
Received: 20 Apr 2021
Accepted: 27 Jun 2021
Published online: 04 Jul 2022 *