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Mehmeti, Teuta
Nom
Mehmeti, Teuta
Affiliation principale
Fonction
Doctorante
Email
teuta.mehmeti@unine.ch
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Résultat de la recherche
Voici les éléments 1 - 3 sur 3
- PublicationAccès libreWelcoming mobile children at school: institutional responses and new questions(2021-3-19)
; ; Switzerland, like other countries in Europe, has long depended on migration and mobility for its economy. Facilitating the integration of migrant children in school, primarily through the acquisition of the local language, has therefore been a priority for policymakers. In recent years, mobility has been on the increase and mobility trajectories have become more diverse. A growing percentage of families arriving in the country have experienced repeated mobility and may not plan to settle in Switzerland for good. This paper examines institutional responses to the increasing number of mobile children in Swiss public schools, in particular, the manner in which such children are welcomed. It presents the main findings of an exploratory research project focused on children in repeated mobility, defined as having lived in multiple countries before their arrival in Switzerland, regardless of family background or legal status. Adopting a sociocultural psychological approach, the paper examines the macro-social level of cantonal educational policies regarding welcome processes, the meso-social level of local school policies, and the microsocial level of teachers’ practices and interactions in classrooms that welcome mobile children. Data include documentary analysis, interviews, and observations. Our analysis shows that a deficit view of mobile children and the preoccupation with language proficiency dominate policies and practices, resulting in the diversion of mobile children into special integration classes (so called “classes d’accueil” in the French speaking region, and “Integrationsklasse” in the Swiss German-speaking region). Mobility is conceptualized by Swiss policymakers, school directors, and teachers in terms of its challenges. In particular, school directors and teachers conceptualize mobility as increasing heterogeneity of the classroom. However, the situation varies greatly according to the personal orientations of school directors and teachers’ personal engagement. The paper emphasizes the ambiguous role of the integration classes: while they may impair the long-term chances of educational success by reducing academic expectations for non-native-speaking mobile children, they may also be used as “third spaces” which afford pedagogical freedom for dedicated teachers, potentially of benefit for children. The paper examines these propositions in the light of sociocultural educational literature and draws upon the case of welcoming mobile children to question a series of assumptions about the ultimate purposes of public schooling in Europe today. - PublicationAccès libreUsing Symbolic Resources to Overcome Institutional Barriers: A Case Study of an Albanian-Speaking Young Woman in SwitzerlandThe school failure of migrant children is often explained by their supposed cultural deficit and by mechanisms of social inequalities reproduced by the school institution. However, such hypotheses fail to account for learning trajectories that would escape from social or cultural determinism. For this, we need to turn to students’ own school experiences, about which little is known. In this chapter, we draw on a sociocultural psychological approach that considers the interdependency between sociocultural contexts and personal life trajectories to go beyond a deficit approach. More specifically, we examine how migrant children’s uses of cultural elements can support their meaning-making when confronted to settings preventing their involvement. By means of a case study, we show how a young Kosovar woman in Switzerland performed well at school, overcoming social and institutional barriers. We, moreover, show how rather than nurturing a conflictual relationship with the school institution, she could draw on different symbolic resources that favored her involvement at school. We thus argue for the necessity to study school experiences of migrant children as dynamics involving a creative dialogue between home and school through the use of cultural and symbolic resources, and discuss theoretical and practical implications of such a perspective.
- PublicationAccès libreEtudier à l'Université malgré tout(2017-7-1)
; L’hypothèse d’une distance culturelle entre famille et école est souvent mobilisée pour expliquer l’échec scolaire de jeunes issus de classes sociales basses, ou encore de la migration. Pourtant, lorsque l’on examine de plus près, d’une part, les mécanismes de sélection scolaire, et d’autre part les trajectoires individuelles, il apparaît parfois que les choses sont plus complexes. En nous basant sur une étude portant sur des jeunes femmes issues de la migration kosovare en Suisse et étudiantes à l’Université, nous montrons que, au contraire, ces jeunes femmes s’appuient précisément sur les ressources symboliques qu’elles trouvent dans leur famille pour soutenir leur projet de formation.