By Hans Reich, Euan Reid
Based on a comparative research of 15 tasks at the schooling of kids of migrant employees in 10 eu group nations, this publication offers descriptions of complicated perform, difficulties encountered and ideas came upon. the implications are summarized lower than such headings as equality of chance, schooling for bilingualism, intercultural schooling and anti-racist approaches.
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Additional resources for Breaking the boundaries: migrant workers' children in the EC
1987, TürkçeTürkisch. Die Berliner Lernmaterialien im Urteil der Lehrer. In K. KREISER and F. PINGEL (eds) Türkisch als Muttersprache in der Bundesrepublik Deutschland. Schulbücher und Unterrichtskonzepte zwischen zwei Kulturen. Braunschweig. , OZHAN, I. and WEIL, G. 1984, Das Fach Türkisch als 1. und 2. Fremdsprache und als Muttersprachenfach in der BRD und im europäischen Bereich. In H-J. BRANDT, and C-P. HAASE (eds) Begegnung mit Türken Begegnung mit dem Islam. Hamburg. Brussels-Foyer 1981-87 Bicultural in Brussels: Trilingualism as an Educational Objective (Bi-cultureel te Brussel.
There is no doubt, however, that the encouraging trends which we Page 8 have referred to above are put seriously at risk by the way in which new minority communities in most Member States are legally confined to second-class citizenship. The granting of equal rights constitutes a crucial and indispensable prerequisite to all lasting progress in relations between migrant and indigenous communities. This applies above all to the right to participate fully in the political life of the 'host' countries, including the right to vote and to stand as a candidate in elections at all levels, these being the single most important institution for the symbolic integration of parliamentary democracies.
Landau: EWH. Page 1 1 The Historical and International Context for Current Action on Intercultural Education Fritz Wittek Migration and European Education Since 1945 We begin by reviewing briefly the impact on educational theory and practice of migratory movements in Europe since the Second World War: later chapters develop this analysis in more detail. It seems that the colonial immigrations and the movements of refugees and expellees immediately after 1945 had no very far-reaching effects on education systems.