briefing papers for policy makers

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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. 148
Briefing Paper 49 Research Institutions: University of Florence, Italy Berliner Institut fuer Vergleichende Sozialforschung, Berlin, Germany IUFM, Institut Universitaire de formation des maitres, Toulouse, France University of London, Institute of Education, United Kingdom Universidad Autonoma de Barcelona, Spain Contact Person Giovanna Campani University of Florence Departement of Education Via del Parione 11B 50125 Florence Italy Tel: +39-055-280.562 Fax: +39-055-238.20.98 Email: campani@unifi.it This research project has been funded by DG-Research under the Key Action “Improving the Socio-Economic Knowledge Base” of FP5 The Role of Language in the Mobilisation of Ethnic and Immigrant Minorities Context of the Research Language is often at the centre of the political mobilization of minorities within a majority group. It is a political issue and a cultural resort for minorities - playing a decisive role in the social integration of ethnic fringe groups and immigrants. However, these languages are hardly protected in any way. This project is examining language policies through comparative studies of ethnic minorities in Germany, France, Italy, United Kingdom and Spain. The minorities involved are: the Frisians and the Turks in Germany, the Corsicans and the Tunisians in France, the Welsh and the Urdu speaking in the United Kingdom, the Sud-Tyroleans and the Chinese in Italy, the Catalans and the Moroccans in Spain. Language policies are embedded in the social and political environment. Therefore, the project is dealing with the institutional framework conditions of language policies and the political discussions within the groups concerned. The main emphasis is on future minority language policies in the European Union with the aim of seeing intervention is needed outside the sphere of just language preservation, training and development. Initial Conclusions 1. Language developments in the process of the formation of nation-states have been widely discussed at intellectual and at political levels. However, the issue of language of mobile ethnic minorities has not been developed. 2. The way a language is defined or self defined as being a minority language, influences linguistic policies at the institutional level and in the community. 3. Understanding of what are majority and minority languages is dependent upon power relationships at cultural, social, economic and political levels. 4. Language is important for building and maintaining communities with both immigrant and territorial or national minority groups. 5. The legal protection of minority languages in the different national contexts is a recent phenomenon and has been influenced by international conventions and the European Union policies. Although there are differences in the various forms of protection, nation-state building is the main reason. 6. As well as territorially based minority languages, immigrant minority languages are transnationally dispersed. 7. Minority languages that are at risk of disappearing, as they are decreasingly being spoken and written - need a different approach from minority languages that are spoken world wide and are majority languages in other countries. 149
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REPORT EUR 20791 European Union-sup
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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4. Other incentives to improve mobi
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4. However, the push to make work e
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Key Publications Gornitzka, “Gove
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7. Despite strong resistance from e
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10. There needs to be encouragement
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The full title of the project is: E
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2. Some employers and politicians a
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Briefing Paper 11 Research Institut
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• A greater understanding of the
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The Final Report and results of thi
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9. Policy needs to provide opportun
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• The levels of teachers’ inter
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4. Strengthening the educational re
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Key Recommendations The project mad
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National Policy Recommendations 1.
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Key Recommendations The following r
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Key Recommendations The following r
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8. Lifelong Learning is still seen
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Key Recommendations Specific recomm
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Tikkanen, T., Teknologian muutos ty
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• Moving from training-based deve
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This project is now being taken for
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13. Some of the enterprises have ha
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Key Recommendations 1. Efforts shou
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10. Although, it has been found tha
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4. Separate analysis of the wage di
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Denny & Harmon, The impact of educa
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Page 147 and 148: Further information The final repor
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Page 159 and 160: Further Information The full title
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questionnaire approaches to increas
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learning partnerships, 178 learning
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