briefing papers for policy makers

5. Contrary to much media rhetoric most of the video productions in the project show that the children's main
concern was in developing and maintaining contacts in their new locations here and now rather than holding
firmly to their past.
6. There are wide discrepancies across Europe in migrant children's access and uses of technology that need to be
addressed. This is particularly important in relation to the skills and competencies that are needed to use
technology creatively, and the kinds of settings in which this might best occur.
7. As the role of media education and literacy across Europe varies enormously, there is an urgent need for a
comprehensive and systematic approach to develop ways in which government and other agencies might
support the most effective pedagogic methods.
8. Refugee and migrant children have a strong sense of wanting to belong and be accepted in the here and now
rather than identifying necessarily with their past. This has implications for policies relating to areas of
discrimination in educational and media access and to issues of local neighbourhood safety and security which
exacerbate these.
9. While refugee and migrant children have high educational aspirations these are often not supported by the
pastoral and educational practices in schools. One particular area of concern in the formal sector is the lack of
policies and practice in relation to both language acquisition of the new language and retention and utilisation
(e.g. for examination success) of their other language/s. Another area is the lack of suitable mentoring or
counselling that meets the needs of these children and their often very disrupted lives.
10. Informal practical media work with specific groups of children such as refugees is an effective research method
in exploring their social and educational concerns. However, it is also necessary to balance this with work that
reflects the children's desire to include children outside this grouping and reflect their real socially diverse
worlds. Therefore in drawing up recommendations regarding practical media work the social milieu and
interests of the children themselves should take priority.
Initial Recommendations
1. There is a need for local, national and European wide media dissemination platforms on which refugee and
migrant children can present their media productions and receive feedback from peers. These need to cater both
for their national, ethnic and/or religious differences; to serve as a forum for cross cultural expression; and to
provide a means of expressing and demonstrating their desire for inclusion in their new communities.
2. There is an urgent need to examine new media developments so that practices adopted across Europe both in
formal and informal education harness the potentialities of technology to children's actual motivations to
communicate. Communication policy in this field needs to become more user-oriented, and should not assume
that technology has automatic benefits.
3. Efforts need to be made to fund concrete local and national initiatives using the possibilities of new media to
give migrant/refugee children a stronger voice in the public sphere in relation to issues that directly affect them,
rather than policy being determined by others on their behalf. These areas would include education (formal and
informal), local amenities and neighbourhood safety.
4. There is a need for consistent and permanently funded home - school liaison work to support the ambitions of
the children, to involve the family in the children's education more directly but also to keep the school in touch
with its community.
5. Media education and practical work with children needs to take into account the increasing diversity of the
media that children and especially migrant children and their families use for information and entertainment and
that they draw on in their productions. The demand for diversity in this field has implications for European
media broadcasting policy in connection with policies aimed at inclusion and the reflection of European cultural
diversity.
The project web site at: http://www.chicam.net
The final report will be available in October 2004.
Interim thematic reports will be available in February 2004 and May 2004.
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