Michalis Kakos
Biographic Data
| ID | 6690541 |
|---|---|
| NAME | Michalis Kakos |
| GIVEN NAMES | Michalis |
| FAMILY NAME | Kakos |
| SIGNATURE | KAKOS M |
| AFFILIATIONS | Leeds Beckett University |
| ORCID | 0000-0002-4273-6599 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Developing a holistic, rights-based model for the educational inclusion of migrant and refugee students
Grounded in the universal right to education, this article considers the collective findings of a selection of projects, conducted primarily by researchers from the SIRIUS Policy Network on Migrant Education arguing for a holistic approach to the educational inclusion of Newly Arrived Migrant and Refugee Students (NAMRS).The right to education demands access for all, including NAMRS, to a quality education that meets each individual's learning ne…
Supporting the educational integration of young people seeking asylum and refuge
The educational integration of Newly Arrived Migrant and Refugee (NAMR) children and youth in a host country is complex. It requires educational systems responding to their diverse needs. Some of these needs are exacerbated by NAMR young people and their families’ limited understanding of the host country’s policies, structures, and procedures. Amidst these complexities, policy makers, practitioners, and other stakeholders strive for guidance in …
Online schooling and the digital divide
This research note presents the key findings of a small-scale, mixed-methods international study which explored the challenges and opportunities of online schooling for the educational inclusion of Newly Arrived Migrant and Refugee Students (NAMRS). The study was conducted in 2022 in England, Germany and the Netherlands and the findings are based on the analysis of the experiences of NAMRS, their families and their teachers, of their engagement w…
A third space for inclusion
The discussion in this paper is based on an analysis of interviews with eight Multilingual Teaching Assistants (MTAs) employed in English schools to support students with English as an Additional Language (EAL) to access the curriculum and pursue language learning. It focuses on descriptions of their roles and reflects on the pedagogies they apply and their interactions with students. The findings corroborate those from other studies, which demon…
Stigmatisation, identity, and educational exclusion in postindustrial societies
From existing research, we know segregation in poverty-intensive and immigrant-dense suburban spaces cannot be easily dissociated from educational inequality and exclusion. Our aim in this paper is to explore the link between urban segregation, social deprivation, migration and education by bringing together the findings from several ethnographic studies conducted in Europe. The starting point for our discussion is the findings from one meta-ethn…
Meta-ethnography E&E
A meta-ethnography of two studies on interactions in schools
This paper reflects upon our experience gained from engagement in a meta-ethnography of two studies on interactions between teachers and students in schools situated in England and Germany. Starting with a short overview of Noblit and Hare’s (1988 Noblit, G. W., and R. D. Hare. 1988. Meta-Ethnography: Synthesizing Qualitative Studies. Newbury Park, CA: Sage.[Crossref] , [Google Scholar]) conceptualisation of the method, the paper outlines the met…
A third space for inclusion
The discussion in this paper is based on an analysis of interviews with eight Multilingual Teaching Assistants (MTAs) employed in English schools to support students with English as an Additional Language (EAL) to access the curriculum and pursue language learning. It focuses on descriptions of their roles and reflects on the pedagogies they apply and their interactions with students. The findings corroborate those from other studies, which demon…
Stigmatisation, identity, and educational exclusion in postindustrial societies
From existing research, we know segregation in poverty-intensive and immigrant-dense suburban spaces cannot be easily dissociated from educational inequality and exclusion. Our aim in this paper is to explore the link between urban segregation, social deprivation, migration and education by bringing together the findings from several ethnographic studies conducted in Europe. The starting point for our discussion is the findings from one meta-ethn…
Developing a holistic, rights-based model for the educational inclusion of migrant and refugee students
Grounded in the universal right to education, this article considers the collective findings of a selection of projects, conducted primarily by researchers from the SIRIUS Policy Network on Migrant Education arguing for a holistic approach to the educational inclusion of Newly Arrived Migrant and Refugee Students (NAMRS).The right to education demands access for all, including NAMRS, to a quality education that meets each individual's learning ne…
Supporting the educational integration of young people seeking asylum and refuge
The educational integration of Newly Arrived Migrant and Refugee (NAMR) children and youth in a host country is complex. It requires educational systems responding to their diverse needs. Some of these needs are exacerbated by NAMR young people and their families’ limited understanding of the host country’s policies, structures, and procedures. Amidst these complexities, policy makers, practitioners, and other stakeholders strive for guidance in …
Meta-ethnography E&E
A meta-ethnography of two studies on interactions in schools
This paper reflects upon our experience gained from engagement in a meta-ethnography of two studies on interactions between teachers and students in schools situated in England and Germany. Starting with a short overview of Noblit and Hare’s (1988 Noblit, G. W., and R. D. Hare. 1988. Meta-Ethnography: Synthesizing Qualitative Studies. Newbury Park, CA: Sage.[Crossref] , [Google Scholar]) conceptualisation of the method, the paper outlines the met…
A meta-ethnography of two studies on interactions in schools
This paper reflects upon our experience gained from engagement in a meta-ethnography of two studies on interactions between teachers and students in schools situated in England and Germany. Starting with a short overview of Noblit and Hare’s (1988 Noblit, G. W., and R. D. Hare. 1988. Meta-Ethnography: Synthesizing Qualitative Studies. Newbury Park, CA: Sage.[Crossref] , [Google Scholar]) conceptualisation of the method, the paper outlines the met…
Meta-ethnography E&E
Stigmatisation, identity, and educational exclusion in postindustrial societies
From existing research, we know segregation in poverty-intensive and immigrant-dense suburban spaces cannot be easily dissociated from educational inequality and exclusion. Our aim in this paper is to explore the link between urban segregation, social deprivation, migration and education by bringing together the findings from several ethnographic studies conducted in Europe. The starting point for our discussion is the findings from one meta-ethn…
A third space for inclusion
The discussion in this paper is based on an analysis of interviews with eight Multilingual Teaching Assistants (MTAs) employed in English schools to support students with English as an Additional Language (EAL) to access the curriculum and pursue language learning. It focuses on descriptions of their roles and reflects on the pedagogies they apply and their interactions with students. The findings corroborate those from other studies, which demon…
Developing a holistic, rights-based model for the educational inclusion of migrant and refugee students
Grounded in the universal right to education, this article considers the collective findings of a selection of projects, conducted primarily by researchers from the SIRIUS Policy Network on Migrant Education arguing for a holistic approach to the educational inclusion of Newly Arrived Migrant and Refugee Students (NAMRS).The right to education demands access for all, including NAMRS, to a quality education that meets each individual's learning ne…
Supporting the educational integration of young people seeking asylum and refuge
The educational integration of Newly Arrived Migrant and Refugee (NAMR) children and youth in a host country is complex. It requires educational systems responding to their diverse needs. Some of these needs are exacerbated by NAMR young people and their families’ limited understanding of the host country’s policies, structures, and procedures. Amidst these complexities, policy makers, practitioners, and other stakeholders strive for guidance in …
Online schooling and the digital divide
This research note presents the key findings of a small-scale, mixed-methods international study which explored the challenges and opportunities of online schooling for the educational inclusion of Newly Arrived Migrant and Refugee Students (NAMRS). The study was conducted in 2022 in England, Germany and the Netherlands and the findings are based on the analysis of the experiences of NAMRS, their families and their teachers, of their engagement w…
Sociology (7 works) · Gender Studies (5 works) · Gender Studies (5 works) · Pedagogy (5 works) · Anthropology (4 works) · Psychology (4 works) · Education and experiences of immigrants and refugees (3 works) · Ethnography (3 works) · Inclusion (mineral (3 works) · Political science (3 works)