Migration and educational inclusion in Portugal: Ukrainian immigrant children's experiences of schooling and belonging

This contribution outlines approaches to education of migrant children in Portugal and, connectedly, the influence of children’s position in schools on their lives and identity. Specifically, the paper analyses the results of the mixed-method research conducted with Ukrainian immigrant children (aged 12-19) in the context of supplementary ethnic schools in Portugal. The focus is on the experiences of inclusion/exclusion and belonging by young Ukrainian immigrants, their social and educational identities as well as self-perception in the ‘host ’ society

Access to mathematics learning for lower secondary students in England during school closures: implications for equity and quality

During the initial period of ‘lockdown’ in response to the COVID-19 pandemic, schools in England were closed to the majority of pupils for 15 weeks. We examine how during this time schools provided emergency remote teaching in mathematics to lower secondary pupils with different levels of prior attainment and advantage. Drawing on a mixed-methods study including a survey (N = 49) and interviews (N = 17) with Heads of Mathematics, we analyse schools’ remote learning practices and how school closures have impacted on pupils’ opportunity to learn mathematics (OTL). We find that inequitable distribution of engaged time, mathematical content and quality teaching has disproportionately negatively affected lower-attaining and disadvantaged pupils and is likely to have contributed to a widened attainment gap. We identify opportunities for HOMs to improve remote learning for subsequent school closures and enact equitable policies of distribution that improve OTL for lower-attaining and disadvantaged pupils

Factors deterring schools from mixed attainment teaching practice

Mixed-attainment teaching has strong support from research and yet English schools are far more likely to teach students in ‘ability’ groups. Although research has considered some of the specific benefits of mixed-attainment grouping, there has been little attention to the reasons schools avoid it. This article explores data from the pilot and recruitment phases of a large-scale study into grouping practices and seeks to identify reasons for the low rate of mixed attainment grouping in English secondary schools. We report on our struggle to recruit schools, and explore the different explanations provided by teachers as to why mixed attainment practice is seen as problematic. The difficulties are characterised as a vicious circle where schools are deterred by a paucity of exemplars and resources and the educational climate is characterised as fearful, risk-averse and time-poor. Suggestions are made as to strategies to support schools in taking up mixed attainment practices

Politische Beteiligung und Positionierung ukrainischer Jugendlicher: Die Orange Revolution und darüber hinaus

Thema des Beitrags ist die bürgerschaftliche Identität von ukrainischen Jugendlichen, insbesondere deren Beteiligung an der Zivilgesellschaft. Mit Blick auf die Orange Revolution wird überprüft, ob die ukrainische Jugend einen demokratischen Wandel, im Sinne eines wachsenden zivilgesellschaftlichen Engagements, wachsender diesbezüglicher Fähigkeiten und eines wachsenden Willens zur gesellschaftlichen Organisation und politischer Beteiligung durchlaufen hat; zweitens wird die generelle Auffassung von zivilgesellschaftlichem Engagement bei den Jugendlichen betrachtet. Es wird argumentiert, dass die Konzentration auf das, was die jungen Leuten innerhalb der Grenzen ihres Alters tun, statt auf das, was sie nicht tun, die Formen ihrer politischen Partizipation deutlich hervortreten lässt. Landläufig werden sie hingegen häufig als apathisch und unbeteiligt wahrgenommen

Highlighting place and space in studies of youth citizenship identities

This paper focuses on the importance of spatial perspective as a category of analysis within the field of citizenship theory and research. It draws upon theoretical and conceptual issues of qualitative research, which explored the construction of citizenship identities by young people (aged 15-18) living in two different borderland regions of Ukraine. Specifically, the paper provides a review of theoretical and empirical literature as well as relevant research findings to illustrate how aspects of place and space could be productive for research on citizenship identity and the problematics of belonging. Implications for educational practice are also explored with respect to the possibilities for place-based citizenship education

Ukrainian youth and civic engagement:Unconventional participation in local spaces

This article builds upon the literature examining the relationship of contemporary youth with politics and youth civic participation through a study exploring youth citizenship in post-socialist Ukraine. Specifically, drawing upon qualitative research undertaken during 2005-2006 with young people (aged 15-18) from two contrasting regions in East and West Ukraine, this paper uses three examples to highlight (and contrast across regions, where applicable) the potential of young Ukrainians to engage in various forms of democratic participation. In particular, this paper will use the following examples both to examine and illustrate youth participation: (1) youth and the political upheavals known as the Orange Revolution; (2) models of private/community-focused citizenship articulated by youth; and (3) school citizenship education practices. In relation to these examples, the article suggests that young people's positions and practices are reminiscent of those citizenship perspectives which embrace the informal and contextual nature of civic participation focused on unconventional acts of citizenship. Connected to this, it argues that locality and schools may provide youth with an important space for civic engagement and for exercising democratic citizenship. Implications for educational practice are also explored with respect to the possibilities for place-based active citizenship education. © 2010 Taylor & Francis