This article explores the subjective perceptions of well-being of migrant children attending primary school (9-14 years) and secondary school (15-18 years) in Slovenia. It focuses on how they ...conceptualise their fears, worries and concerns, what is important for them to feel accepted and safe, and how they think about their past and the future. Using a comparative perspective, similarities and differences in the experience of well-being of these two age groups of migrants are explored. The analysis is based on open-ended narrative interviews with migrant children and revolves around the question of whether and how age influences their subjective perception of well-being. The article sheds light on age-specific meanings and understandings of migration processes based on the views and experiences of migrant children and youth regarding their well-being, bringing to the fore the perspectives of children that are often missing or underrepresented in integration policy.
The article addresses the processes of becoming of migrant teenagers in Slovenia, both those with first‐hand experience of migration and those with a migrant background. It draws upon a collection of ...30 autobiographical stories and the application of facet methodology to their analysis. The article contributes to both theoretical and empirical understandings of migrant teenagers’ processes of becoming through the analytical concepts of anchoring, identity, and belonging; these are treated as different facets, each of which sets a different perspective on the research issue. The experiences of migrant teenagers differ from those of adults because they experience the transition to adulthood alongside their geographical displacement at one and the same time. Our analysis of the processes of anchoring, developing a sense of belonging, the (re)construction of an ethnic/cultural identity as well as transculturation and hybridization processes reveals the complexity and multidimensionality of this research issue.
Based on field research in Slovenian schools, the article examines the role of the family in the integration process of migrant children. While migrant children perceive the family as the most ...important factor influencing their overall well-being and life satisfaction, research shows that parents of migrant children are often not involved in school activities and life. The article explores how the role of parents in the integration process of migrant children in the school environment is understood at the policy level and how it is perceived by migrant children and the educational community. It also explores what are the main barriers to the involvement of migrant parents in schools and what are the existing practices and experiences in Slovenian schools. The analysis is based on qualitative research in Slovenian schools with children and the educational community conducted as part of the Migrant Children and Communities in a Transforming Europe (MiCREATE) project.
The article examines how tourism constraints for seniors are addressed through social tourism programmes. The research is aimed to (1) identify and (2) classify/categorise various adjustments in ...social torism programmes for seniors to determine the unique combination of adjustments that characterise social tourism programmes for seniors. Building on the hierarchical leisure constraints model Crawford, D. W., Jackson, E. L., & Godbey, G. (1991). A hierarchical model of leisure constraints. Leisure Sciences, 13(4), 309-320. doi:10.1080/01490409109513147 the analysis intersects the three groups of constraints - intrapersonal, interpersonal and structural - with three strands of uncertainty faced by seniors - travel uncertainty, financial uncertainty and mobility uncertainty and corresponding social support adjustments: personal support mechanisms and instrumental support mechanisms. The proposed model shows that travel social support is of central importance for effectively negotiating the travel constraints in social tourism for seniors.
The article explores the gap between policies and practices of integration of migrant children in Slovenian schools while rejecting the perception of integration as merely passive assimilation or ...simple one-way adaptation to the new social reality. The paper draws on secondary sources, interviews, and focus groups with members of the educational community as well as with (migrant) children. The lack of a holistic, standardized, systematic and long-term approach to the integration of migrant children in education in Slovenia leads to inconsistent and different ways schools and individual educational staff approach the integration process. We argue for the need for systemic changes to reduce the current gap between non-binding policies addressing the issue of integration of migrant children in education and practices in schools. Implementing the principle of intercultural education at all levels would contribute towards better intercultural awareness, competencies and skills, not only for teachers and educators but for everyone - children, youths and adults, who are all part of culturally diverse societies.
V članku preučujemo, kako je zaprtje slovenskih šol v času pandemije covid-19 vplivalo na proces integracije priseljenih otrok in reprodukcijo družbene neenakosti. Članek zagovarja tezo, da sta ...zaprtje šol in šolanje na daljavo prispevala k poglabljanju družbenih razlik med priseljenimi in nepriseljenimi učenci. V analizi predstavljamo podatke kvalitativne raziskave, izvedene v okviru mednarodnega projekta MiCREATE med učiteljicami ter priseljenimi dijaki in dijakinjami. Rezultati nakazujejo, da se bodo družbene neenakosti z zaprtjem šol poglobile. Ključne pri tem so jezikovne ovire, ki onemogočajo uspešno šolsko delo priseljenih učencev, zanemarljive pa niso niti tehnične omejitve (na primer pomanjkljiva digitalna pismenost in nezadostna tehnična oprema). Ob zaključku izpostavimo potencialne ukrepe za soočanje s potrebami priseljenih učencev, na primer načela medkulturnega izobraževanja.
PDF
