Migration and Education

Migra on and Educa on To Understand Rela ons between Migra on and Educa on – Challenges for Research and Prac ce

edited by Małgorzata Pamuła-Behrens Agnieszka Hennel-Brzozowska

Kraków 2019

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© Copyright by Oficyna Wydawnicza „Impuls”, Kraków 2019 © Copyright by Authors © Copyright by Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej, Kraków 2019

Reviewer: prof. dr hab. Władysław T. Miodunka Proofreading: Declan Cooley Desktop publisher: Anna Bugaj-Janczarska Cover design: Aneta Dziedzina

This publication was supported by Pedagogical University of Cracow.

The content is solely the responsibility of the authors and does not necessarily represent the official view of Migrant Education and Integration Research Center

ISBN 978-83-8095-610-0

Oficyna Wydawnicza „Impuls” 30-619 Kraków, ul. Turniejowa 59/5 phone/fax: (12) 422 41 80, 422 59 47, 506 624 220 www.impulsoficyna.com.pl, e-mail: impuls@impulsoficyna.com.pl First edition, Kraków 2019

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Contents

From the Editors ................................................................................................ 7

Part 1 – Migrants Integra on Contexts Guglielmo Chiodi On Cultural Migra on Flows ................................................................... 15 Mara Clemente An -trafficking Discourses, Migra on Control and Representa ons of Trafficked Women: The Portuguese Case ............................................ 31 Antonella Marcucci De Vincen L’inser on des migrants dans et par le territoire. L’immigra on comme revelateur de la dimension integra ve des territoires en Italie ............................................................................ 49

Part 2 – Migrants Educa on and Its Contexts Maria Alessia Montuori Unaccompanied Asylum-seeking Children and Adolescents in Switzerland: an Introduc on ............................................................... 57 Agnieszka Świętek The Romani versus Immigrants in Poland – Opportuni es and Transfer of Good Prac ces ............................................................... 79 Lyudmyla Tymchuk Ensuring the Educa onal Rights of Internally Displaced Persons ............ 101 Agnieszka Hennel-Brzozowska Migrant Children’s Rela onship with Grandparents and the Consequences of Mother Tongue Loss ....................................... 115

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Contents

Maria Immacolata Macio New Ci zens, New Exigences: Has the Time Come to Teach History of Religions in Schools? ................................................ 127

Part 3 – Learning Polish as Second/Foreign/Heritage Language Przemysław E. Gębal Determinants of a Sustainable Teacher Training Model for Teachers of Polish as Foreign or Second Language ........................... 143 Katarzyna Grudzińska The Need for Language for Specific Purposes for Foreign Students in Post-Gymnasium Schools – the Results of Empirical Research on the Specialist Vocabulary of Ukrainian Students ................................ 159 Joanna Rokita-Jaśkow Returning Migrant Children in the Polish School System: Challenges and Opportuni es ................................................................. 169 Agnieszka Jasińska Developing Language and Communica on Competences in Polish in the Process of Bringing Cultures Together .......................................... 185

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From the Editors

The volume MIGRATION AND EDUCATION is the first publication of the recently created Migrant Education and Integration Research Centre (CBEIM – in Polish: Centrum Badań nad Edukacją i Integracją Migrantów) at the Pedagogical University of Kraków. It appears at a time when the integration of migrants in Europe has become a crucial issue. The International Office for Migration defines migration as “the movement of a person or a group of persons, either across an international border, or within a State. It is a population movement, encompassing any kind of movement of people, whatever its length, composition and causes; it includes migration of refugees, displaced persons, economic migrants, and persons moving for other purposes, including family.”1 In this book we focus on migrant education because education is one of the most important determinants of an individual’s human capital and there is a strong relationship between migration and education. “Education enables people to supply skills that can be used in a variety of tasks. Migrants raise the supply of certain skills and hence the range of potential tasks associated with them, but natives can limit the effect of the increased competition brought by migrants by moving onto different tasks that are less easily supplied by immigrants” (Tani 2017). Migrants leave their country to find a more peaceful or just a better place to live. Migrants also move to gain an education and this also has a direct effect on education in the host country itself.

Any person’s integration in Europe is defined by his/her positively playing a set of social roles. The basic role is that of a working person, working successfully and according to the European labour legislation. This assures the dignity of work. To be integrated in Europe also means to successfully play the role of a citizen of a democratic country, one who is conscious of his/her rights and duties.

This integration becomes possible by means of education – a long, intense process of transfer of cultural capital (to use Bourdieu’s term), a transfer from society to the individual. Not only is the process long, but nowadays it is in fact

1

http://www.iom.int/key-migration-terms.

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From the Editors

never-ending; we are all now familiar with the term and the practice of “lifelong learning”.

As all immigrants are therefore meant to integrate, the issue of their education becomes an enormous challenge. The authors of this publication endeavour to provide answers to some important questions in the area of migrant education and integration: – Who should be taught? (the education of children and adults; education of migrants as well as the host society members e.g. school teachers etc.)

– What should be taught? (education on the language of mutual communication; education in and on the migrants’ mother tongue and culture; education concerning cultural differences, etc.)

– How to teach, and how to learn here and now? (Analysis of diverse educational contexts, vital for the analysis of motivations for both studying and teaching).

Our book opens with a series of interdisciplinary and international studies on the relations between migration, education and integration, thanks to the participation of our Colleagues and Authors who have joined us in this project: Prof. Guglielmo Chiodi and Prof. Maria I. Macioti from Sapienza University of Rome, Prof. Antonella Marcucci de Vincenti from Université Paris 13, Prof. Liudmyla Tymchuk from Yuriy Fedkovych Chernivtsi National University in Ukraine, Prof. Przemysław Gębal from the University of Warsaw, Dr Alessia Montuori (Association “Senza confine”), DR Mara Clemente (Centre for Research and Studies in Sociology CIES-IUL at ISCTE-University Institute of Lisbon ISCTE-IUL), Prof. Joanna Rokita-Jaśkow, Dr Katarzyna Grudzińska, Dr Agnieszka Hennel-Brzozowska, Dr Agnieszka Jasińska and Dr Agnieszka Świętek the Pedagogical University of Cracow. The project has been carried out with the recieved scientific support of Prof. Władysław Miodunka from Jagiellonian University, Prof. Halina Grzymała-Moszczyńska, Prof. Dorota Praszałowicz and Prof. Maryla Laurent (Université de Lille and Polish Academy of Sciences and Arts PAU), Prof. Zofia Budrewicz, Prof. Marta Szymańska, Prof. Zofia Szarota and Dr Pająk-Ważny from the Pedagogical University of Cracow and Emanuela C. del Re MA (EPOS International Mediating and Negotiating Operational Agency).

In the first part of the book Migration and Education “Migrants Integration Contexts” the reader will find the texts of Guglielmo Chiodi, Mara Clemente and Antonella Marcucci de Vincenti focussing on migration in the United Kingdom, Portugal, and Italy.

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From the Editors

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Guglielmo Chiodi analyses at the migration of highly qualified people and takes great care in presenting two extraordinary cases of ‘cultural’ migration two economists: Piero Sraffa (1898–1983) and Richard M. Goodwin (1913–1996).

Their migration took place in different circumstances, from different places, in different times, but with motivations that were similar. Seeking a place to work where they could continue their academic careers, they found that England offered them this possibility.

Mara Clemente highlights the complex issues around trafficking, and presents the Portuguese case from the perspective of anti-trafficking discourses, migration control and representations of trafficked women. She outlines a conceptual framework useful for discussing the problem of trafficking of human beings and the conceptualization of “victim”. The author makes clear that very often “The idea of a woman trafficked for sexual is often associated with the fraudulent treatment of a young, naive, vulnerable, passive object, who ends up in prostitution and experiences physical suffering and abuse”. In contrast to this stereotype, she shows that “such … simplified images do not always respond to the heterogeneous and complex experiences of trafficked persons and, in particular, to those trafficked for sexual exploitation”. This text describes how complex the life trajectories of migrants can be. This is an important contribution in the debate surrounding the construction of the political and legislative, European and international frameworks for anti-trafficking systems.

The third text, from Antonella Marcucci de Vincenti, deals with the capacities of Italian regions to receive and integrate migrants, showing that difficulties can arise for two distinct reasons: the cultural capital and social capital of the regions. Her point of view, as is emphasized by Prof. Miodunka in his evaluation, could prove useful for reflections on the Polish context, and on how migrants integrate in different parts of the country.

The second part of the volume “Migrants Education and Its Contexts” is focused on the education and integration of migrants, especially children. Five authors Maria Alessia Montuori, Agnieszka Świętek, Lyudmila Tymchuk, Agnieszka Hennel-Brzozowska and Maria Macioti present these problems from different perspectives.

Maria Alessia Montuori in her text “Unaccompanied asylum-seeking children and adolescents in Switzerland: an introduction” attempts to answer different important questions: “What is the place that Switzerland is ready to give these children and adolescents in order to enable them to start a new life in safety and wellness? Which role do school and work, two fundamental values of the Swiss system, play in giving them an opportunity to reach this aim? How important are languages for the integration process, and how does this process

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From the Editors

work in practice?” The researcher invited teachers to share their opinion. The text opens a lively discussion about the aims and problems in education and integration of this very vulnerable group of asylum seekers – unaccompanied children.

Following this is a text about another “sensitive group” of children in the educational system – Romani children. Agnieszka Świętek puts forward a very stimulating concept revealing the possibilities for the transfer of good practices from the context of the Romani to address issues with immigrant education in Poland. By presenting an overview and assessment of the activities taken in support for the Roma community in Poland since 2001, she highlights those activities which can be deployed in educational and social settings supporting children with migrant backgrounds. This provides a very practical contribution to this volume.

Next, Lyudmyla Tymchuk also takes a look at a group of children, the internally displaced children in Ukraine, their displacement due to the Russian annexation of the Autonomous Republic of Crimea and the loss of control over parts of Donetsk and Luhansk regions by Ukraine.

The next paper “Migrant Children’s Relationship with Grandparents and the Consequences of Mother Tongue Loss” presented by Agnieszka Hennel-Brzozowska focuses on one single aspect of many possible consequences due to mother tongue loss for the migrant: the consequences for the relationship between the migrant child and their grandparents. The author presents a part of her research concerning Third Culture Kids: a case study of a Hindu migrant child in Poland, a student of an international school in Poland.

This part of the volume ends with Maria Macioti’s examination of the place of religion at school. She asks the key questions concerning integration and respect for diversity: “Do we want to encourage respect for cultural diversity or do we want to create new motivations for rejection and mutual dislike?”, “Is it better to promote mutual respect between the communities living on our territory, or do we insist on actions that enhance otherness, and which are bound to have negative consequences?”. She highlights the necessity of mutual respect for cultural differences, for human creativity and better understanding of these diversities. For her, cultures and practices different from the Christian ones should be better known, communicated, understood, internalized, and that this process ought to start at school to avoid the obvious risks of rejection and opposition. Maria Macioti concludes that: “while it is possible to avoid facing these issues, and closing our borders, there remains the real risk of deviating from the course of history”.

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From the Editors

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The third part of the volume “Learning Polish as Second/Foreign/Heritage Language” is about one of the most important factors in the successful education and integration of migrants: language. Each text shines a light on different aspects of language learning in the context of migration in Poland.

Przemysław Gębal’s “Determinants of a sustainable teacher training model for teachers of Polish as foreign or second language” opens the topic. The concept of sustainable eudemonistic and eutyphronic models outlined in this article has as its ambition the enhanced training and preparation of future teachers of Polish as a foreign and second language by establishing interpersonal, positive and valuable relationships with learners. In terms of the teacher training of the future, the author highlights that, besides concentrating on the development of specific competences and skills for language teaching, such training programmes also need to prepare future teachers for work with learners coming from different backgrounds with respect and professionalism. His interdisciplinary voice shows the complexity of language learning and teaching in the migration context and the value of interdisciplinary approaches in this field of research.

Katarzyna Grudzińska presents the results of her empirical study conducted with a group of Ukrainian students in “The need for language for specific purposes for foreign students in vocational post-gymnasium schools – the results of empirical research on specialist vocabulary of Ukrainian students”. This paper shows the challenges these students face when endeavouring to follow the discourse of the classroom, and their unmet need to learn Polish for specific purposes in order to understand the content of vocational courses at school. The researcher draws attention to the importance of student attitudes and motivations in new language and culture learning. This text makes a meaningful and timely contribution to the issue of language learning in a migration context by concentrating on a major migrant group in Poland – young Ukrainian students.

Surprisingly, among the learners of Polish language in Poland, it is not just foreigners who struggle with learning in Polish, but also a particular group of Polish learners – those return migrant children finding their place in Polish schools. Joanna Rokita-Jaśkow in her paper, “Returning migrant children in the Polish school system: challenges and opportunities” discusses the problems of migration, language, and the sense of identity and belonging of these children.

She debates the deliberate choices of the family language policy, by asking in this context: Is bilingualism in these families maintained? Is it perceived as an additional asset or as a burden for the re-emigrant children, particularly in the Polish school system? The main goal of her the paper is to show how family

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From the Editors

language policy is realised within Polish migrant families, especially when deciding to return to the home country.

The last paper in this volume brings a unique point of view on Polish language learning by researcher and practitioner Agnieszka Jasińska. In her text “Developing Language and Communication Competences of Polish Language in the Process of Bringing Cultures Together” she dispels the notion that Polish language is impossibly hard, and reveals it to be an unjustified idea that negatively influences the process of language learning. To support this view, she presents elements of the Polish language and language acquisition methods that indicate its European heritage, its strong position and relationship to other languages, as well as its cultural exponents, and thereby establishes the “Europeanness” of the Polish language.

The editors and the team of CBEIM would like to welcome the reader to the book MIGRATION AND EDUCATION as well as to invite him/her to future scientific cooperation.

Dr hab. Małgorzata Pamuła-Behrens, prof. UP, Head of CBEIM malgorzata.pamula-behrens@up.krakow.pl Dr Agnieszka Hennel-Brzozowska, CBEIM Scientific Secretary agnieszka.hennel-brzozowska@up.krakow.pl

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