Do I belong?. Psychological perspectives and educational considerations of immigrants’ school experiences Presentation of M.Psy dissertation (works in progress) Juan Camilleri M.Ed., P.G.C.E., B.A. Psy (Hons) 2007. Some statistics.
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Do I belong?
Psychological perspectives and educational considerations of immigrants’ school experiences
Presentation of M.Psy dissertation (works in progress)
M.Ed., P.G.C.E., B.A. Psy (Hons)
- Tesfai*, aged 15, Ethiopian
- Metin*, aged 13, Kurdish (Turkey)
- Elize*, aged 11, Congolese (DRC)
“I used to say, I’m going to start school. I don’t know many friends. I don’t know much Maltese. I don’t know. I don’t have friends. I used to think, how am I going to go to school? However, as soon as I went in the Headmaster took me to my class. The children all asked my name. By the end of the day I knew the whole class. It was all right.”
“Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.” (p.ix)
“…simply listen to the children speaking their own voices about issues and events that are important to them. There is a great deal to be learned and appropriated from their narratives. They teach us the value of listening to children on their own terms without judging them so that their internal voices will become louder in our time.”
Bearison (1991, p.26)