This special issue draws the attention to the realities of educating migrant children within different school systems around the world, focusing on the interplay of inclusionary and exclusionary practices, as well as the many in-between positions and the situational differences and processes that have emerged in education settings. Across diverse contexts, the positions and experiences of migrant students reveal a complex landscape shaped by national policies, local initiatives and practices, and institutional pressures. Schools often struggle to balance the value placed on multilingualism and cultural diversity up against the practical challenges of everyday life. In many cases, migrant children’s diverse cultural and linguistic assets are overshadowed by their perceived deficits, such as a lack of proficiency in the host country’s language. This disconnect highlights a broader issue where educational policies and practices may unintentionally further exclusion rather than inclusion.
Centralized educational frameworks and local adaptations and practices both play crucial roles in shaping migrant students’ experiences. While some systems and actors strive to tailor support to individual needs, others may default to standardized approaches that render irrelevant the diversity of student backgrounds. As a result, the extent of inclusionary practices can differ significantly based on local discretion and institutional priorities. Additionally, the readiness and competence of
educators to engage with migrant students, particularly those with refugee backgrounds, impact educational integration. Any gaps between formal training and real-world experiences of teachers underscore the need for better professional development and support structures.
The proposed special issue aims to shed light on these dynamics, offering insights into how actors in educational systems can better navigate the tension between inclusion and exclusion, and ultimately improve the educational experiences of migrant children.
We invite scholars from diverse disciplinary backgrounds to contribute papers that pertain to the scope described above. As we already have a core of articles from Europe, we are especially interested in attracting authors writing about settings in other parts of the world. We welcome empirical, policy and theoretical contributions. The final papers should not exceed 8000 words including abstract and references.
In spring/early summer 2025, we plan to hold a one or two day workshop with selected Authors to enable and benefit from collegial feedback on the proposed papers, which by the time of the workshop would be strong drafts, to be submitted as final versions around July/August 2025. The workshop will be held in-person in Poznań (Poland) and on-line, to allow wider participation. The workshop organizers will cover the cost of accommodation and meals, but we will ask participants to cover their travel costs. Please send us the working title of your paper along with an abstract of 250- 300 words by Friday, 28 of February 2025, to Katarzyna Byłów, PhD: katarzyna.bylow@amu.edu.pl.
Guest editors:
Katarzyna Byłów
Center for Migration Studies (CeBaM)
Adam Mickiewicz University in Poznań, Poland e-mail: katarzyna.bylow@amu.edu.pl
Marie Louise Seeberg
Department for Childhood, Family and Child Welfare research NOVA, Oslo Metropolitan University (OsloMet)
Managing Editor: Tong Meng
Network for Research into Chinese Education Mobilities (NRCEM) 