International Perspectives on Migration, Bullying, and School
Routledge (Verlag)
978-1-032-57133-1 (ISBN)
- Noch nicht erschienen (ca. November 2024)
- Versandkostenfrei innerhalb Deutschlands
- Auch auf Rechnung
- Verfügbarkeit in der Filiale vor Ort prüfen
- Artikel merken
Using data gathered from the European Commission-funded TRIBES project (Transnational Collaboration on Bullying, Migration, and Integration at School Level), chapters cover first-hand accounts, policy document analysis, and lived experience through comparative themes such as school climate, governmental policy, diversity and inclusion, technology, student voice, and school design to demonstrate how bullying can be understood as a threat to developing inclusive and diverse schools and societies globally. Rooted in a bio-ecological model that recognizes the intersectionality of migrant lives, ultimately the book will advance collaboration between stakeholders to ensure better integration, a reduction in bullying, and better safety and well-being for refugee and migrant students.
Reflecting the truly cross-disciplinary, cross-cultural, and intersectional nature of the volume, the book will be of interest to researchers, scholars, and postgraduate students in migration and education studies, bullying and cyberbullying, and the sociology of education. Policy makers and practitioners in psychology, technology, youth studies more broadly will also benefit from the book.
Hildegunn Fandrem is Professor in Education, Norwegian Centre for Learning Environment and Behavioural Research in Education (NSLA), University of Stavanger, Norway. James O’Higgins Norman is a Clinical Sociologist and UNESCO Chair on Bullying and Cyberbullying, Dublin City University, Ireland.
About the Editors and Lead Authors
List of Co-authors
Acknowledgements
Chapter 1 Migration and Bullying in European Perspectives: A Bio-Ecological Approach
Chapter 2 Student Voices, Migration and Bullying: A Narrative Review Across Six Countries
Chapter 3 Exploring School Climate Among First and Second-Generation Immigrant Students, and School Educators: A Qualitative Study
Chapter 4 Diverse Responses to Differing, Complex Realities: Inclusive Educational Programmes for Newly Arrived Migrant Students in Five European Countries
Chapter 5 School practices to involve parents in the integration of Newly Arrived Migrant Students
Chapter 6 Cross-National Legal Frameworks Relating to School Bullying and Migration: An Analysis of Six European Countries
Chapter 7 How do Anti-Bullying Programs Target Immigrant Children and Youth and what is their Evidence Base? An Analysis in Five European Countries
Chapter 8 School physical design and its relation to bullying and student wellbeing.
Chapter 9 A cross-national perspective of prejudice-based cyberbullying and cybervictimisation: An empirical study across 17 countries
Chapter 10 A Comparative Analysis of Child Helplines in Europe related to bullying and ethnic-cultural bullying.
Index
| Erscheint lt. Verlag | 25.11.2024 |
|---|---|
| Reihe/Serie | Routledge Research in Crises Education |
| Zusatzinfo | 9 Tables, black and white; 2 Line drawings, black and white; 2 Halftones, black and white; 4 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie |
| Geisteswissenschaften ► Psychologie ► Sozialpsychologie | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-032-57133-0 / 1032571330 |
| ISBN-13 | 978-1-032-57133-1 / 9781032571331 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
