Overview

This edited volume consolidates research from 32 countries in order to address the implications of the recent global wave of migration on educational opportunity and assess links between migration and bullying in Europe and further afield. Using data gathered from the European Commission-funded TRIBES project (Transnational Collaboration on Bullying, Migration, and Integration at School Level), chapters cover first-hand accounts, policy document analysis, and lived experience through comparative themes such as school climate, governmental policy, diversity and inclusion, technology, student voice, and school design to demonstrate how bullying can be understood as a threat to developing inclusive and diverse schools and societies globally. Rooted in a bio-ecological model that recognizes the intersectionality of migrant lives, ultimately this book will advance collaboration between stakeholders to ensure better integration, a reduction in bullying, and better safety and well-being for refugee and migrant students. Reflecting the truly cross-disciplinary, cross-cultural, and intersectional nature of the volume, this book will be of interest to researchers, scholars, and postgraduate students in migration and education studies, bullying and cyberbullying, and the sociology of education. Policymakers and practitioners in psychology, technology, and youth studies more broadly will also benefit from this book.

Full Product Details

Author:   Hildegunn Fandrem (University of Stavanger, Norway) ,  James O’Higgins Norman (Dublin City University, Ireland)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
ISBN:  

9781032571331

ISBN 10:   1032571330
Pages:   192
Publication Date:   25 November 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
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Table of Contents

About the Editors and Lead Authors List of Co-authors Acknowledgements Chapter 1 Migration and Bullying in European Perspectives: A Bio-Ecological Approach Chapter 2 Student Voices, Migration and Bullying: A Narrative Review Across Six Countries Chapter 3 Exploring School Climate Among First and Second-Generation Immigrant Students, and School Educators: A Qualitative Study Chapter 4 Diverse Responses to Differing, Complex Realities: Inclusive Educational Programmes for Newly Arrived Migrant Students in Five European Countries Chapter 5 School practices to involve parents in the integration of Newly Arrived Migrant Students Chapter 6 Cross-National Legal Frameworks Relating to School Bullying and Migration: An Analysis of Six European Countries Chapter 7 How do Anti-Bullying Programs Target Immigrant Children and Youth and what is their Evidence Base? An Analysis in Five European Countries Chapter 8 School physical design and its relation to bullying and student wellbeing. Chapter 9 A cross-national perspective of prejudice-based cyberbullying and cybervictimisation: An empirical study across 17 countries Chapter 10 A Comparative Analysis of Child Helplines in Europe related to bullying and ethnic-cultural bullying. Index

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Author Information

Hildegunn Fandrem is a Professor in Education at the Norwegian Centre for Learning Environment and Behavioural Research in Education (NSLA), University of Stavanger, Norway. James O’Higgins Norman is a Clinical Sociologist and UNESCO Chair on Bullying and Cyberbullying, Dublin City University, Ireland.

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