Policies on the integration of refugee children through education at primary schools of two Länder in Germany : an analysis of recommendations and initiatives by supranational, national and local political stakeholders
Degree GrantorUniversity of Canterbury
Degree NameMaster of European Union Studies
In response to the 2015 migration crisis, the European Union, Federal Republic of Germany, North-Rhine Westphalia and Saxony issued recommendations and initiatives on how the integration of refugee children can be facilitated by primary schools, through education. This study compares these policies based on the following factors: refugees’ attainment of the national language and the support for their successes at school, the facilitation of intercultural dialogue and manifestation of citizenship and European values, the involvement of parents in their children’s learning process, the inclusion of local communities in supporting the integration of refugee students, as well as their role in potentially mitigating disadvantages caused by a low socio-economic status, and sports.
Out of the eight categories scrutinized in the policies, the following three do not appear to be consistently included as fundamental elements in the integration of refugee children at primary school. These categories are the community aspect, socio-economic standard of students’ families, and in-school sporting opportunities.
The findings of the policy analysis are also reviewed in terms of their reference to activities undertaken at primary schools to facilitate the attainment of European identity amongst newly arrived migrant children. This review establishes that European identity is not being promoted by the sample of teaching strategies and school initiatives evaluated in this study.