Where do we stand? A plea for international comparative approaches in the struggle for adequate responses of education systems to migrant students (¿En qué punto nos encontramos? Un alegato en favor de un enfoque internacional comparativo para ofrecer respuestas adecuadas a los estudiantes migrantes por parte de los sistemas educativos)

ABSTRACT

In this article, I will argue in favour of international comparative approaches in studying immigration and school education. After describing organizational frameworks of international comparisons, major results and disputes, I will put forward three arguments. (1) In many studies different groups of origin are compared within one country. To gain new insights, the focus from either the micro-level of the students and their families or the meso-level of groups should be shifted to the macro-level of national policies by comparing the situation of the same group of origin (also taking into account their socio-economic composition) in different countries. (2) Implementing this approach, the integration context theory and the migrant integration policy index MIPEX are examples and could be used as stepping stones for further research and policy-learning. (3) Initial teacher education in many countries, especially in Europe, has not yet taken on the necessary pivotal role as incubator for future teacher professionalism in an age of migration and diversity where cultural, linguistic and religious responsiveness are an important part.