Can integration be achieved through schools?: School approaches to managing student diversity in the United States and Germany
<p>Given that a large proportion of immigrants today are school age, the public and governments alike assume that schools will be sites where integration will happen. However, how this integration will occur and whether education policies and school-level initiatives facilitate social cohesion...
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| Materialtyp: | Lärdomsprov |
| Språk: | English |
| Publicerad: |
2021
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| Ämnen: |
| _version_ | 1826315720535834624 |
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| author | Apple, L |
| author2 | Robinson, N |
| author_facet | Robinson, N Apple, L |
| author_sort | Apple, L |
| collection | OXFORD |
| description | <p>Given that a large proportion of immigrants today are school age, the public and
governments alike assume that schools will be sites where integration will happen.
However, how this integration will occur and whether education policies and school-level
initiatives facilitate social cohesion is not yet clear. Focusing on California and Berlin as
examples of politically left-leaning states that receive immigrants in substantial numbers,
this international and comparative study seeks to determine whether schools are a site
where integration of immigrants is taking place. Through 16 qualitative interviews with
teachers in Berlin and California, this study examines school-level policies and initiatives
aimed at facilitating integration using an original conceptual framework. The data provides
insights into how teachers in Berlin and California reflect on school-level policies and
initiatives in thinking about the potential of the school as a site for integration. This study
reaches three primary conclusions: (1) school-level policies and initiatives consider
diversity a positive, but do not extend so far as to facilitating a new culture that productively
operationalizes the diversity of immigrant and non-immigrant students; (2) California and
Berlin do not differ substantially in their goals for integration, as characterized by the
conceptual framework; and (3) the integration process in schools is highly dependent on
micro-interactions among teachers, school culture, and students, which are often not in
alignment with state-level integration efforts.</p> |
| first_indexed | 2024-03-06T19:06:02Z |
| format | Thesis |
| id | oxford-uuid:152a5601-6431-40de-a92a-af1f9df23664 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-12-09T03:31:12Z |
| publishDate | 2021 |
| record_format | dspace |
| spelling | oxford-uuid:152a5601-6431-40de-a92a-af1f9df236642024-12-01T14:33:27ZCan integration be achieved through schools?: School approaches to managing student diversity in the United States and GermanyThesishttp://purl.org/coar/resource_type/c_bdccuuid:152a5601-6431-40de-a92a-af1f9df23664Comparative educationNorth AmericaSchool management and organizationInternational educationInterviewsQualitative researchSchool diversityEnglishHyrax Deposit2021Apple, LRobinson, N<p>Given that a large proportion of immigrants today are school age, the public and governments alike assume that schools will be sites where integration will happen. However, how this integration will occur and whether education policies and school-level initiatives facilitate social cohesion is not yet clear. Focusing on California and Berlin as examples of politically left-leaning states that receive immigrants in substantial numbers, this international and comparative study seeks to determine whether schools are a site where integration of immigrants is taking place. Through 16 qualitative interviews with teachers in Berlin and California, this study examines school-level policies and initiatives aimed at facilitating integration using an original conceptual framework. The data provides insights into how teachers in Berlin and California reflect on school-level policies and initiatives in thinking about the potential of the school as a site for integration. This study reaches three primary conclusions: (1) school-level policies and initiatives consider diversity a positive, but do not extend so far as to facilitating a new culture that productively operationalizes the diversity of immigrant and non-immigrant students; (2) California and Berlin do not differ substantially in their goals for integration, as characterized by the conceptual framework; and (3) the integration process in schools is highly dependent on micro-interactions among teachers, school culture, and students, which are often not in alignment with state-level integration efforts.</p> |
| spellingShingle | Comparative education North America School management and organization International education Interviews Qualitative research School diversity Apple, L Can integration be achieved through schools?: School approaches to managing student diversity in the United States and Germany |
| title | Can integration be achieved through schools?: School approaches to managing student diversity in the United States and Germany |
| title_full | Can integration be achieved through schools?: School approaches to managing student diversity in the United States and Germany |
| title_fullStr | Can integration be achieved through schools?: School approaches to managing student diversity in the United States and Germany |
| title_full_unstemmed | Can integration be achieved through schools?: School approaches to managing student diversity in the United States and Germany |
| title_short | Can integration be achieved through schools?: School approaches to managing student diversity in the United States and Germany |
| title_sort | can integration be achieved through schools school approaches to managing student diversity in the united states and germany |
| topic | Comparative education North America School management and organization International education Interviews Qualitative research School diversity |
| work_keys_str_mv | AT applel canintegrationbeachievedthroughschoolsschoolapproachestomanagingstudentdiversityintheunitedstatesandgermany |