By Hans Reich, Euan Reid
Based on a comparative research of 15 initiatives at the schooling of youngsters of migrant employees in 10 eu group international locations, this e-book presents descriptions of complicated perform, difficulties encountered and strategies came upon. the implications are summarized less than such headings as equality of chance, schooling for bilingualism, intercultural schooling and anti-racist approaches.
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Extra resources for Breaking the boundaries: migrant workers' children in the EC
Reich edited the book on the basis of the contributions made to the Final Report of the ECCE Project, presented to the Commission in Spring 1989, incorporating also a version of the second edition of the Summary Guide to the Pilot Projects published by the EWH Landau/Pfalz in early 1990. An earlier version of part of the final chapter was first presented to a meeting of the International Association for Intercultural Education in February 1990. The editors would like to thank all the contributors for their efforts on revision and updating of their original texts, various colleagues who have helped with comments on drafts at different stages, and above all Marion Whale, who did most of the wordprocessing and associated tasks involved in preparing the final typescript.
The growth in the number of projects to be included in the comparative evaluation made it necessary to adopt a pattern of organisation which would allow the group to handle a bigger workload, and at the same time to make use of expertise from more Member States. A group of researchers was therefore brought together, sharing acknowledged professional expertise and competence in intercultural education, commitment to equality of opportunity and educational change, and some degree of international experience.
Everyday school practice is generally a long way from the principles of intercultural education, and the need to operationalise the principles in such a way as to enable teachers and others to rethink and transform their educational practice is no less pressing today than it was five years ago. As far as bilingual education is concerned, no one would want to claim that this idea is accepted or uncontroversial. Although the advocates of bilingual education seem to be gaining ground, their ideas meet with opposition, some of it vociferously articulated, much more of it entrenched in institutional practice, time-honoured routine and unimaginative thinking.