Migration presents policy challenges but also represents an
opportunity to enhance human development,
promote decent work, and strengthen collaboration
UN Secrety General | Ban Ki-Moon, 2014
1- World Trends
Overview world trends
3- Involuntary migrant crises
Involuntary migrant movement patterns
2- Asia and voluntary migrant movement
Voluntary global migrant movement
4- Tips for educators
Tips for educators
OVERALL WORLD TRENDS
This graphic shows the overall patterns of global migration in 2017. The largest pattern of movement is within Asia.
According to the UN's data we can see that Asia has the greatest movement both from and to. The data here also indicates the overall increase in migration from all regions.
Involuntary Global Movement
Syrian refugee crisis
Syrian civil war, there has been a large scale migration from the country.
As shown by the map it is clear that there is a mass migration from the country. The migration is categorised as involuntary as it is driven by warfare rather than choice. The destination of migration is varied however the largest area affected is the Middle East. This crisis has caught the attention of the media as its impact is seen throughout Europe.
Rohingya crisis in Myanmar
In Asia we have also seen a mass involuntary crisis; that of the Rohingya from Myanmar. Although the migration of Rohingya ethnic group has been occurring since 1970*, in recent years the migration has only increased due to increased violence toward the ethnic group.
Celebrate cultural differences, acknowledge and accommodate students' culture, and language
Tip #1- Cultural Pluralism & Culturally Responsive Instruction
Trust needs to be a first priority for teachers.
"Student will trust when they believe that 1) the teacher has students best interest and 2) students's identity and self-esteem will not be harmed."
Tip #2- Build Trust
Role models that can be admired and emulate are important especially for involuntary migrants.
Tip #3- Relatable role models
For example working closely with counsellors/ psychologists
Tip #4- Support emotional maturity
Culturally Linguistically Diverse (CLD) Student Biography Strategies suggest considering these 4 areas to get to know your students:
Sociocultural: What brings life, love and laughter
Linguistic: What ways do they use their first language or second language
Cognitive: How do they know, think and apply?
Academic: How much access, engagement and hope do students have?
Tip #5- Get to know your students
How can we as educators make adjustments?
Migrant students, whether voluntary or involuntary have been subjected to a lot of change and by creating a welcoming environment for them to enter they will feel more comfortable, a first step into learning.
A great resource is https://www.welcomingamerica.org/sites/default/files/WelcomingRefugees_K12Toolkit.pdf
Tips for educators
By addressing this ambivalence students will be able to openly think about their behaviours. You could do this through discussion, writing assignments.
Explicitly address ambivalence
By making accommodations such as language support, as educators we can increase parent and guardian involvement and support at home.
Accomodations for parents and guardians
By clearly stating and expecting high standards we can build trust by showing we believe in students no matter what race or culture they are from.
Expect high standards
Involving language minority parents to bilingual events creates an increased involvement by parents. Remembering that parents are the best recruiters for others.
Strengths of language minority parents
UN Press Release. (2014, April 2). Solidarity Must Guide Actions in Tackling Humanity's Common Challenging Secretary-General Tell European Union -Africa Summit. [Press Release]. Retrieved from www.un.org/press/en/2014/sgsm15743.doc.htm
Asrar, S. (2017, October 28). Rohingya Crisis Explained in Maps. Retrieved from www.aljazeera.com/indepth/interactive/2017/09/rohingya-crisis-explained-maps-170910140906580.html
Myanmar Rohingya: What You Need to Know About the Crisis. (2018, April 24). Retrieved from https://www.bbc.com/news/world-asia-41566561.
Conner, P. (2018, January 29). Fact-Tank: Most Displaced Syrians are in the Middle East, and about a million are in Europe. Retrieved from http://www.pewresearch.org/fact-tank/2018/01/29/where-displaced-syrians-have-resettled/
Tesh, C., Burnett, S. & Nash, A. (n.d) Building Welcoming Schools: A Guide for K-12 Educators and After School Providers. Retrieved from https://www.welcomingamerica.org/sites/default/files/WelcomingRefugees_K12Toolkit.pdf
Adult Learning Resource Centre. (2003). Involving Immigrant and Refugee Families in Their Children's Schools: Barriers, Challenges, and Successful Strategies. Retrieved from http://www.brycs.org/documents/upload/InvolvingFamilies.pdf
Herrera, S. G., Holmes, M. A., & Kavimandan, S. K. (2012). Bringing theory to life: Strategies that make culturally responsive pedagogy a reality in diverse secondary classrooms. International Journal of Multicultural Education, 14(3).
United Nations. (2017). International Migration Report 2017: Highlights. New York: United Nations. Retrieved from http://www.un.org/en/development/desa/population/migration/publications/migrationreport/docs/MigrationReport2017_Highlights.pdf
Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: a cultural‐ecological theory of school performance with some implications for education. Anthropology & Education Quarterly, 29(2), 155-188.