承认新来者：挪威和英格兰的教育政策和教学实践

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Frontiers in Education Pub Date : 2024-01-05 DOI:10.3389/feduc.2023.1231633

Emma Soye, Per Kristian Hilden, Arnfinn J. Andersen, Charles Watters

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引用次数: 0

摘要

不同国家的教育政策以不同的方式承认新移民学生的需求和能力，这对他们融入社会和在学校取得学业进步产生了影响。我们通过对挪威和英国中学的定性研究，强调了背景对于围绕新移民教育中认可政治的辩论的重要性。泰勒（Taylor，1994年）的 "认可 "政治理论为我们提供了一个分析视角，通过这一视角，我们探讨了各国教师如何看待新移民学生在国家教育政策中得到认可（或得不到认可）。我们强调教师通过他们自己在学校的认可政治对这些政策做出回应的能动性。

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Recognising the newcomer: education policy and teaching practices in Norway and England

Education policies in different countries recognise the needs and abilities of newcomer students in different ways, with consequences for their social inclusion and academic progress at school. We highlight the importance of context to debates around the politics of recognition in newcomer education by drawing on qualitative research in Norwegian and English secondary schools. Taylor’s (1994) political theory of “recognition” provides the analytical lens through which we explore how teachers perceive newcomer students to be recognised (or not) in national education policies in each country. We underscore teachers’ agency in responding to these policies through their own politics of recognition at school.

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