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Questioning the homogenization of irregular migrants in educational policy: from (il)legal residence to inclusive education

Elias Hemelsoet UGent (2011) EDUCATIONAL THEORY. 61(6). p.659-669
abstract
This article questions the way irregular migrants are approached in educational policymaking. In most cases, estimations of the number of irregular migrants serve – despite large methodological problems – as a starting point for policymaking. Given the very diverse composition of this group of people, the question is whether residence status is an appropriate benchmark to deal with the social problems related to these people. There seems to be a homogenising tendency at work which reduces the complexity of irregular migration. Preferable distinctions are overlooked or even denied. Inclusive education seems to bring in an alternative that does not reduce individuals to a group they belong to. Thus it is claimed that differences only matter at the individual level. The question is, whether there is no new form of homogenisation at work here. Using the case of Roma people, this paper claims that (apart from an ethical concern with the unique individual) group differences do matter for educational practice, theory and policy. Qualitative data on the social practices people are living in can help to get an insight in the particularity of situations. This “insight” or “understanding” in its turn is a requirement for policymakers to make well-considered choices.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
estimations, social practices, policymaking, irregular migrants
journal title
EDUCATIONAL THEORY
Educ. Theory
volume
61
issue
6
pages
659 - 669
ISSN
1741-5446
DOI
10.1111/j.1741-5446.2011.00427.x
language
English
UGent publication?
yes
classification
A2
copyright statement
I have transferred the copyright for this publication to the publisher
VABB id
c:vabb:320755
VABB type
VABB-1
id
1967607
handle
http://hdl.handle.net/1854/LU-1967607
date created
2011-12-15 09:28:16
date last changed
2015-06-17 09:53:02
@article{1967607,
  abstract     = {This article questions the way irregular migrants are approached in educational policymaking. In most cases, estimations of the number of irregular migrants serve -- despite large methodological problems -- as a starting point for policymaking. Given the very diverse composition of this group of people, the question is whether residence status is an appropriate benchmark to deal with the social problems related to these people. There seems to be a homogenising tendency at work which reduces the complexity of irregular migration. Preferable distinctions are overlooked or even denied. Inclusive education seems to bring in an alternative that does not reduce individuals to a group they belong to. Thus it is claimed that differences only matter at the individual level. The question is, whether there is no new form of homogenisation at work here. Using the case of Roma people, this paper claims that (apart from an ethical concern with the unique individual) group differences do matter for educational practice, theory and policy. Qualitative data on the social practices people are living in can help to get an insight in the particularity of situations. This {\textquotedblleft}insight{\textquotedblright} or {\textquotedblleft}understanding{\textquotedblright} in its turn is a requirement for policymakers to make well-considered choices.},
  author       = {Hemelsoet, Elias},
  issn         = {1741-5446},
  journal      = {EDUCATIONAL THEORY},
  keyword      = {estimations,social practices,policymaking,irregular migrants},
  language     = {eng},
  number       = {6},
  pages        = {659--669},
  title        = {Questioning the homogenization of irregular migrants in educational policy: from (il)legal residence to inclusive education},
  url          = {http://dx.doi.org/10.1111/j.1741-5446.2011.00427.x},
  volume       = {61},
  year         = {2011},
}

Chicago
Hemelsoet, Elias. 2011. “Questioning the Homogenization of Irregular Migrants in Educational Policy: From (il)legal Residence to Inclusive Education.” Educational Theory 61 (6): 659–669.
APA
Hemelsoet, E. (2011). Questioning the homogenization of irregular migrants in educational policy: from (il)legal residence to inclusive education. EDUCATIONAL THEORY, 61(6), 659–669.
Vancouver
1.
Hemelsoet E. Questioning the homogenization of irregular migrants in educational policy: from (il)legal residence to inclusive education. EDUCATIONAL THEORY. 2011;61(6):659–69.
MLA
Hemelsoet, Elias. “Questioning the Homogenization of Irregular Migrants in Educational Policy: From (il)legal Residence to Inclusive Education.” EDUCATIONAL THEORY 61.6 (2011): 659–669. Print.