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Schools staff members’ professional agency as a prerequisite for a change

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Teachers and other school staff members have faced huge changes and requirements in their work like technology-enhanced learning and teaching, globalisation and multiculturalism, and most lately the challenges raised by the global pandemic. These recent and partly unexpected challenges have increased the demands and pressures for school staff members’ daily work even further than their initially demanding work.

The Case of Mother Tongue Instruction in Sweden: Between Policy and Practice

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Sweden has a long history of being a country that receives immigrants from many different parts of the world. Education of these migrants, especially children of school age, has been seen as an integral part of migrant integration and the challenges and opportunities they face have been the topic for different research areas.

Teachers as policy agents in multilingual classrooms

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With the increased globalisations and dynamic flow of migration, multilingual, multicultural, and multimodal classrooms seem to be a dominant matter rather than the exception in most contemporary societies. However, national policies concerning language education for new arrivals in most states are inconsistent, contentious and contradictory, even in countries with long histories of inward migration like the US and the UK.

Multi-professional Networking in Schools and out

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Professionals, including educators working at schools, have to constantly update their knowledge and develop their skills and competencies so as to cope with various kinds of earlier known or unforeseen challenges and problems. It is easier to handle complexity if one does not need to do it alone. Connections or ties between colleagues provide access to many kinds of resources and pieces of advice.

Filmmaking workshops: an arts-based proposal for exploring migrant students’ worlds

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In the last decades, several proposals of arts-based research have arisen. This approach refers to the use of the artistic process to conduct research, collect data and enable a knowledge exchange. It can be implemented transdisciplinary and combined with other methods (Barone and Eisner, 2011). In contrast to artistic research, which explores the creative process itself, in arts-based research, arts are triggers for exploring further topics, such as social, cultural, political, educational issues.

Seeing Otherwise: An inclusive pedagogical approach for migrant students

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The UN Sustainable Development Goal (SDG) 4 underlines the importance of inclusive and equitable quality education and lifelong learning for all learners by 2030.

Why study collaboration networks in schools?

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Studying networks means much more than going through Instagram accounts, or looking at how ambitious teachers try to get ahead of their peers.

Embodied knowledge and a resource perspective: Welfare professionals and newly arrived children

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Featured image of Lund's blog 'Embodied knowledge and a resource perspective'
Sweden has changed from being considered, although erroneously, as a fairly homogenous country to becoming one of the nations in the world with the highest number of individuals of immigrant origin per capita.

Welcome to TEAMS!

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We are delighted to launch the TEAMS project despite the extraordinary circumstances we currently live in. Launching an international project during a global pandemic has highlighted to us the challenges of engaging with diverse communities of students and educators, academics and practitioners as well as policymakers and other actors who can facilitate migrant students’ integration […]