Inclusion across Borders: Young Immigrants in France and England

Authors

  • Oakleigh Welply Durham University

DOI:

https://doi.org/10.32865/fire202061182

Abstract

Globalisation and migration have brought new challenges to education in the past decades, raising questions about how schools can promote inclusion within contexts of increased diversity (Vertovec and Wessendorf, 2009). The concept of inclusive education itself remains contested with different meanings across national contexts. This makes a comparative focus on inclusion particularly relevant to understanding different languages of inclusion and the ways in which these are articulated across national and institutional contexts.

 

Author Biography

  • Oakleigh Welply, Durham University

    Oakleigh Welply is an Assistant Professor at the School of Education, Durham University. She received her PhD in Sociology of Education from the University of Cambridge. Her main areas of research and teaching include social theory; the relationship of education to issues of language, religion, globalisation and citizenship; national policies of integration and youth identities; immigration and education in France and England; the development of cross-national methodologies for research with diverse communities in European countries and global citizenship education.

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Published

2020-01-08

Issue

Vol. 6 No. 1 (2020): Special Issue - Beyond Access and Barriers: Inclusive Education and Systems Change

Section

Articles

License

This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access. FIRE ISSN: 2326-3873.

How to Cite

Inclusion across Borders: Young Immigrants in France and England. (2020). FIRE: Forum for International Research in Education, 6(1). https://doi.org/10.32865/fire202061182