Integrating marginalised students in Ghanaian schools
Insights from teachers and principals
Bibliographic Data
| ID | 11919127 |
|---|---|
| Authors | Daniel Owusu Kyereko (0009-0006-2780-2291, University of Edinburgh), Daniel Faas (0000-0002-9920-9407, Trinity College Dublin, corresponding author) |
| Year | 2021 |
| Volume | 53 |
| Issue | 3 |
| Pages | 417-434 |
| Publication date | 2021-05-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2021.1929073 |
| OpenAlex | W3171867086 |
| Language | EN |
| Citations received | 3 |
| References cited | 26 |
This article focuses on deepening the understanding of the factors affecting migrant students’ integration in Ghana’s educational system. Research on migrant education has primarily centred on northern destination countries. Using the case of West African migrant children in a multiethnic and multilingual Ghanaian setting, the article examines the complex and interplaying factors affecting migrant students’ integration into Ghanaian schools. Analysis from 40 semi-structured interviews with teachers and principals drawn from 30 schools offers insights into the challenges faced by schools in trying to help migrant students succeed. The study offers practical insights into the advantages of having teachers with a migrant background, especially the extent to which they use their intercultural competencies in helping migrant students overcome school-related challenges. While the fieldwork was carried out in Ghana, the implications are also of interest to other jurisdictions where schools are faced with migration-related diversity
Diversity (politics · Economic growth · Migrant workers · Pedagogy · Political science · Sociology · Education and experiences of immigrants and refugees · Global Education and Multiculturalism · Multilingual Education and Policy
Affirming diversity
Handbook of qualitative research
Codeswitching in West Africa
Children, language and access to schools in the global South
Future Perfect
The choice of English as a home language in urban Ghana
Voices of children and parents from elsewhere
The Challenges and Opportunities of Foreign-born Instructors in the Classroom
Chinese international students in a Canadian private secondary school
Education, mobilities and migration
A comparison of student teachers’ perceptions of school placement experience in Malta and China Compare
Beyond role models
How Big is the Handicap for Disadvantaged Pupils in Segregated Schooling Systems
Policy and Practice in Language Support for Newly Arrived Migrant Children in Ireland and Spain
The Implicit Prejudiced Attitudes of Teachers
Discipline and Punish
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.75 |
| Citation span | 2022 - 2024 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |