Academic journal article CEPS Journal : Center for Educational Policy Studies Journal

Cooperation between Migrant Parents and Teachers in School: A Resource?

Academic journal article CEPS Journal : Center for Educational Policy Studies Journal

Cooperation between Migrant Parents and Teachers in School: A Resource?

Article excerpt

Even smaller Western countries receive immigrants from remote areas with poorer living conditions. As stated in the U.N. Child Convention, immigrant children should be given equal opportunities in education. Parents are always interested in their children's future, and education may gain from stronger cooperation between school and parents. Some research shows that even illiterate parents may support their children's training in a second language (Cummins, 1986/2001, p. 665). Dialogues between teachers and parents promote mutual understanding and increase parents' knowledge of school and society. This might make the parents trust society more, enhance their acculturation and reduce future intergenerational conflicts (Portes & Rumbaut, 2001). A professional teacher needs cultural knowledge and understanding in order to give her/his students an education adapted to their needs. Migrant students especially should feel that there is coherence in their education, because cultural conflicts sap their energy and may also cause identity problems and lead to lack of motivation. For teachers it is important that education policy provides for equal opportunities. Norway has an inclusive policy concerning immigrant children. The students have language support to a certain degree both in their mother tongue and in Norwegian when needed. Parents and schools are obliged to cooperate in education, and some support is therefore given to translation. Cooperation is required by conferences and meetings. There are gains for all parties in cooperation between school and migrant parents, but it is difficult to develop mutual cultural understanding for all students and equal opportunities for migrant students. This requires a clear school policy, the means to implement it, and teacher competence. It takes a process to learn how to cooperate and give adequate support. The Norwegian policy shows a will to cooperation, but the implementation of the policy can still be improved.

Keywords: Cooperation school/migrant parents, Dialogue teacher/parents, Multicultural schools, School policy for migrant students

Sodelovanje med starsi migranti in ucitelji

MARTHA LEA

Celo majhne zahodne drzave sprejemajo priseljence iz oddaljenih drzav z revnejsimi zivljenjskimi pogoji. Kot je zapisano tudi v Konvenciji o otrokovih pravicah, zelimo otrokom priseljencem omogociti enake moznosti za izobrazevanje. Starse vedno zanima prihodnost njihovih otrok; izobrazevanje pridobi na kakovosti, ce je sodelovanje med solo in starsi trdno. Raziskave kazejo, da lahko celo nepismeni starsi podpirajo otroke pri urjenju drugega jezika (J. Cummins, 1986/2001, str. 665). Dialog med ucitelji in starsi spodbuja medsebojno razumevanje ter povecuje poznavanje sole in druzbe s strani starsev. Posledicno bodo mogoce starsi bolj zaupali druzbi, izboljsali svojo akulturacijo in zmanjsali prihodnje medgeneracijske konflikte (Portes & Rumbaut, 2001). Profesionalni ucitelj mora poznati in razumeti kulturo ucenca, da bi mu lahko nudil prilagojeno izobrazevanje. Se posebno ucenci migranti bi morali obcutiti skladnost v izobrazevanju, saj jim kulturni konflikti jemljejo energijo, povzrocijo tezave z identiteto in vodijo v pomanjkanje motivacije.

moznosti. Norveska ima uveljavljeno inkluzivno politiko za otroke priseljence. Ucencem se nudi pomoc do dolocene mere pri usvajanju jezika - maternega in norveskega, ce je potrebno. Sodelovanje med solo in starsi je obvezno, zato je omogoceno tudi prevajanje. Sodelovanje poteka pri konferencah in sestankih.

V procesu sodelovanja pridobita obe strani - sola in starsi migranti -, vendar je tezko vzpostaviti medsebojno kulturno razumevanje za vse ucence in enake moznosti za ucence migrante. To zahteva jasno solsko politiko, sredstva za izvajanje in ustrezne uciteljeve kompetence. Ucenje sodelovanja in nudenja primerne pomoci je proces. Norveska politika kaze voljo za sodelovanje, vendar so pri izvajanju politike se mogoce izboljsave. …

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