Does “Out” Get You “In”? Education Outside the Classroom as a Means of Inclusion for Students with Immigrant Backgrounds
Abstract
:1. Introduction
1.1. Migration and Inclusion
1.2. Inclusion and Education Outside the Classroom
2. Methodology
2.1. Design and Participants
2.2. Setting and Context
2.3. Data Collection
2.3.1. Participatory Observation
2.3.2. Interviews
2.3.3. Questionnaires
2.4. Data Analysis
2.5. Ethical Considerations
3. Findings
3.1. The Stories of Ali and Ben
3.1.1. Ali: Practical Opportunities and Communicative Challenges
“I have the impression that because KH [the PE-teacher] has provided such a clear structure from the start, there are no major or minor complications: everyone knows what they have to do and if not, the others loudly draw their attention to it (mostly to get off the sled track!) […] Ali (this was his first time on a sled) obviously had a lot of fun and proved to be rather skilled. Over the course of the morning, he started sledding down from higher and higher up the hill, but he often got in the track when walking back up. I’m really not sure if he didn’t understand the instructions [due to language barriers], or if he simply didn’t care. […]. I did not observe any outsiders today, even though on and off there were one or two children who for some time rather wanted to play in the snow on the side of the slope instead of sledding together with the others. At the end of the day, the whole class sled down the hill together on their stomachs like ‘dolphins’”.(Translated into English by GL from protocol Nr.11)
“Of course it’s also socially challenging for the refugee children, I think, so if they aren’t really part of the group yet and if they then have to work in the group, not at their place in school, where they have their sheet of paper in front of them that they can fill out by themselves-but/in the outdoor school they have to act within the group and they have to communicate there, and also have to be careful about what the other person actually wants from them”.
3.1.2. Ben: Rare Moments of Participation through Experiences of Self-Efficacy
“Especially Ben takes his job [as today’s safety delegate] very seriously, keeps clearing sticks out of the way, holding up branches and seems to feel important! […] In the group of [names erased] and Ben there are a few discussions about who holds the position as “boss”: Ben really would like to be the team leader, but the others don’t want that and especially with [a boy from this group] there are at first some taunts and smaller quarrels. Overall, I think Ben fits in amazingly well on that day and works very hard. It seems to be really good for him to have a clear task where he can also show his strengths. He helps for example [a girl from this group] to cut a branch in half with the words “I was already strong even as a baby!”. Working together as a team, the group constructs a good shelter relatively fast (one can tell that they have at least one group member who used to be in the forest kindergarten and feels quite comfortable with this sort of activity). And also [the aforementioned girl], who usually has some difficulties to integrate herself into the class community, really works well together with everyone and obviously feels comfortable!”.(Translated into English by GL from protocol Nr.7)
4. Discussion
Beyond the Stories of Ali and Ben
5. Strengths and Limitations
6. Conclusions and Implications
Supplementary Materials
Author Contributions
Funding
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- Brücker, H.; Kosyakova, Y.; Vallizadeh, E. Has there been a “refugee crisis”? New insights on the recent refugee arrivals in Germany and their integration prospects. Soz. Welt 2022, 73, 24–53. [Google Scholar] [CrossRef]
- UNICEF. Geflüchtete und migrierte Kinder in Deutschland. Ein Überblick über die Trends von 2015–2022. 2023. Available online: https://www.unicef.de/_cae/resource/blob/178376/af4894387fd3ca4ec6259919eefdde2d/gefluechtete-und-migrierte-kinder-in-deutschland-2015-2018-data.pdf (accessed on 23 August 2023).
- McAuliffe, M.; Triandafyllidou, A. World Migration Report 2022; IOM: Geneva, Switzerland, 2021. [Google Scholar]
- UNHCR. Refugee Data Finder. 2022. Available online: https://www.unhcr.org/refugee-statistics/ (accessed on 29 June 2022).
- Gurer, C. Refugee Perspectives on Integration in Germany. Am. J. Qual. Res. 2019, 3, 52–70. [Google Scholar] [CrossRef]
- Dryden-Peterson, S. The Educational Experiences of Refugee Children in Countries of First Asylum; British Columbia Teachers’ Federation: Vancouver, BC, Canada, 2015. [Google Scholar]
- Berry, J.W.; Jean, S.; Phinney, D.L.S.; Vedder, P. Immigrant Youth: Acculturation, Identity, and Adaptation. Appl. Psychol. 2006, 55, 303–332. [Google Scholar] [CrossRef]
- Fandrem, H.; Jahnsen, H.; Nergaard, S.E.; Tveitereid, K. Inclusion of immigrant students in schools: The role of introductory classes and other segregated efforts. Int. J. Incl. Educ. 2021, 7, 1–16. [Google Scholar] [CrossRef]
- Ainscow, M. Inclusion and equity in education: Making sense of global challenges. Prospects 2020, 49, 123–134. [Google Scholar] [CrossRef]
- Skeie, G.; Fandrem, H.; Ohna, S.E.S. Hvordan Arbeide med Elevmangfold? In Flerfaglige Perspektiver på Inkludering; Fagbokforlaget: Bergen, Germany, 2022. [Google Scholar]
- Loreman, T. Seven pillars of support for inclusive education. Moving from “why” to “how”. Int. J. Whole Sch. 2007, 3, 22–38. [Google Scholar]
- McMillan, D.W.; Chavis, D.M. Sense of community: A definition and theory. J. Community Psychol. 1986, 14, 6–23. [Google Scholar] [CrossRef]
- Wenger, E. Communities of Practice: Learning, Meaning, and Identity. Learning in Doing; Cambridge University Press: Cambridge, UK, 1998; Volume xv, 318p. [Google Scholar]
- Veck, W.; Wharton, J. Refugee children, trust and inclusive school cultures. Int. J. Incl. Educ. 2019, 25, 210–223. [Google Scholar] [CrossRef]
- Due, C.; Riggs, D.W.; Augoustinos, M. This Reminds Me of My Country. In Pathways to Belonging: Contemporary Research in School Belonging; Allen, K.-A., Boyle, C., Eds.; BRILL: Boston, MA, USA, 2018; pp. 83–104. [Google Scholar]
- Mace, A.O.; Mulheron, S.; Jones, C.; Cherian, S. Educational, developmental and psychological outcomes of resettled refugee children in Western Australia: A review of School of Special Educational Needs: Medical and Mental Health input. J. Paediatr. Child. Health 2014, 50, 985–992. [Google Scholar] [CrossRef]
- Ainscow, M. Taking an inclusive turn. J. Res. Spec. Educ. Needs 2007, 7, 3–7. [Google Scholar] [CrossRef]
- Ainscow, M. Promoting inclusion and equity in education: Lessons from international experiences. Nord. J. Stud. Educ. Policy 2020, 6, 7–16. [Google Scholar] [CrossRef]
- Pritchard, P.; Maehler, D.B.; Poetzschke, S.; Ramos, H. Integrating Refugee Children and Youth: A Scoping Review of English and German Literature. J. Refug. Stud. 2019, 32 (Suppl. S1), i194–i208. [Google Scholar] [CrossRef]
- Keles, S.; Munthe, E.; Ruud, E. A systematic review of interventions promoting social inclusion of immigrant and ethnic minority preschool children. Int. J. Incl. Educ. 2021, 10, 1–16. [Google Scholar] [CrossRef]
- Nishina, A.; Lewis, J.A.; Bellmore, A.; Witkow, M.R. Ethnic Diversity and Inclusive School Environments. Educ. Psychol. 2019, 54, 306–321. [Google Scholar] [CrossRef]
- Gay, G. Culturally Responsive Teaching: Theory, Research, and Practice, 2nd ed.; Teachers College Press: New York, NY, USA, 2010. [Google Scholar]
- Ikpeze, C.H. Teaching across Cultures: Building Pedagogical Relationships in Diverse Contexts; Birkhäuser: Rotterdam, The Netherlans, 2015. [Google Scholar]
- Bottiani, J.H.; Larson, K.E.; Debnam, K.J.; Bischoff, C.M.; Bradshaw, C.P. Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions. J. Teach. Educ. 2018, 69, 367–385. [Google Scholar] [CrossRef]
- Ladson-Billings, G. Culturally Relevant Pedagogy 2.0: A.k.a. the Remix. Harv. Educ. Rev. 2014, 84, 74–84. [Google Scholar] [CrossRef]
- Becker, C.; Lauterbach, G.; Spengler, S.; Dettweiler, U.; Mess, F. Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions. Int. J. Environ. Res. Public Health 2017, 14, 485. [Google Scholar] [CrossRef]
- Bentsen, P.; Mygind, E.; Randrup, T.B. Towards an understanding of udeskole: Education outside the classroom in a Danish context. Education 2009, 3, 29–44. [Google Scholar]
- Braund, M.; Reiss, M. Towards a more authentic science curriculum: The contribution of out-of-school learning. Int. J. Sci. Educ. 2006, 28, 1373–1388. [Google Scholar] [CrossRef]
- Beames, S.; Higgins, P.J.; Nicol, R. Learning Outside the Classroom: Theory and Guidelines for Practice; Routledge: London, UK, 2012; Volume 13, 126p. [Google Scholar]
- Quay, J. Experience and Participation: Relating Theories of Learning. J. Exp. Educ. 2003, 26, 105–112. [Google Scholar] [CrossRef]
- Waite, S.J. Children Learning Outside the Classroom: From Birth to Eleven; Sage: London, UK, 2017. [Google Scholar]
- Sobel, D. Place-Based Education: Connecting Classrooms and Communities, 2nd ed.; Orion’s Nature Literacy Series; Orion: Great Barrington, MA, USA, 2013; 141p. [Google Scholar]
- Bølling, M.; Pfister, G.U.; Mygind, E.; Nielsen, G. Education outside the classroom and pupils’ social relations? A one-year quasi-experiment. Int. J. Educ. Res. 2019, 94, 29–41. [Google Scholar] [CrossRef]
- Hartmeyer, R.; Mygind, E. A retrospective study of social relations in a Danish primary school class taught in ‘udeskole’. J. Adventure Educ. Outdoor Learn. 2015, 16, 78–89. [Google Scholar] [CrossRef]
- Bølling, M.; Niclasen, J.; Bentsen, P.; Nielsen, G. Association of Education Outside the Classroom and Pupils’ Psychosocial Well-Being: Results From a School Year Implementation. J. Sch. Health 2019, 89, 210–218. [Google Scholar] [CrossRef] [PubMed]
- Bølling, M.; Otte, C.R.; Elsborg, P.; Nielsen, G.; Bentsen, P. The association between education outside the classroom and students’ school motivation: Results from a one-school-year quasi-experiment. Int. J. Educ. Res. 2018, 89, 22–35. [Google Scholar] [CrossRef]
- Mygind, E.; Bølling, M.; Barfod, K.S. Primary teachers’ experiences with weekly education outside the classroom during a year. Education 2019, 47, 599–611. [Google Scholar] [CrossRef]
- Ellinger, J.; Mess, F.; Bachner, J.; von Au, J.; Mall, C. Changes in social interaction, social relatedness, and friendships in Education Outside the Classroom: A social network analysis. Front. Psychol. 2023, 14, 1031693. [Google Scholar] [CrossRef]
- Johansson, K. Outdoor Learning for Integration through Nature and Culture Encounters; Linköping University: Linköping, Sweden, 2015. [Google Scholar]
- Tedeschi, M.; Heino, H.; Jamsa, J.; Klemettila, A. The multidimensionality of urban nature: The well-being and integration of immigrants in Finland. Urban For. Urban Green. 2022, 74, 127645. [Google Scholar] [CrossRef]
- Mall, C.; Ellinger, J.; Barfod, K.; Bølling, M.; Lauterbach, G.; Elsborg, P.; Meyn, S.; Herrmann, L.; von Au, J.; Dettweiler, U.; et al. Education Outside the Classroom and Students’ Health, Well-Being, Academic Achievement, Learning and Social Behavior: A Systematic Review Update. 2022, PROSPERO CRD42022297175. Available online: https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=297175 (accessed on 17 August 2023).
- Geertz, C. Thick description: Towards an interpretative theory of Culture. In The Interpretation of Cultures: Selected Essays; Geertz, C., Ed.; Basic Books: New York, NY, USA, 1973; pp. 3–30. [Google Scholar]
- Stan, I. Ethnographic reserach in outdoor studies. In Reserach Methods in Outdoor Studies; Humberstone, B., Prince, H., Eds.; Routledge: London, UK, 2020; pp. 101–110. [Google Scholar]
- Trotter, R.T., 2nd. Qualitative research sample design and sample size: Resolving and unresolved issues and inferential imperatives. Prev. Med. 2012, 55, 398–400. [Google Scholar] [CrossRef]
- Grote, J. Die Veränderte Fluchtmigration in den Jahren 2014 bis 2016: Reaktionen und Maßnahmen in Deutschland. Studie der Deutschen Nationalen Kontaktstelle für das Europäische Migrationsnetzwerk (EMN); Working Paper 79 des Forschungszentrums des Bundesamtes; BAMF: Nürnberg, Germany, 2018. [Google Scholar]
- Vogel, D.; Stock, E. Opportunities and Hope Through Education: How German Schools Include Refugees. In Education: Hope for Newcomers in Europe; Bunar, N., Ed.; Education International Research: Aachen, Germany, 2017; pp. A1–A43. [Google Scholar]
- Blossfeld, H.-P.; Bos, W.; Daniel, H.D.; Hannover, B.; Koller, O.; Lenzen, D.; Seidel, T.; Tipplet, R.; Wosmann, L. Integration durch Bildung. Migranten und Flüchtlinge in Deutschland; Waxmann: Münster, Germany, 2016. [Google Scholar]
- Rotte, R.; Rotte, U. Recent Education Policy and School Reform in Bavaria: A Critical Overview. Ger. Politics 2007, 16, 292–313. [Google Scholar] [CrossRef]
- Venetz, M.; Zurbriggen, C.; Eckhart, M. Entwicklung und erste Validierung einer Kurzversion des “Fragebogens zur Erfassung von Dimensionen der Integration von Schülern (FDI 4–6)“ von Haeberlin, Moser, Bless und Klaghofer. Empir. Sonderpädagogik 2014, 6, 99–113. [Google Scholar]
- Schwab, S.; Gebhardt, M. Stufen der sozialen Partizipation nach Einschätzung von Regel- und Integrationslehrkräften. Empir. Pädagogik 2016, 30, 43–46. [Google Scholar]
- Koster, M.; Nakken, N.; Pijl, S.J.; Van Houten, F. Being part of the peer group: A literature study focusing on the social dimension of inclusion in education. Int. J. Incl. Educ. 2009, 13, 117–140. [Google Scholar] [CrossRef]
- Knickenberg, M.; Zurbriggen, C.; Venetz, M.; Schwab, S.; Gebhardt, M. Assessing dimensions of inclusion from students’ perspective—Measurement invariance across students with learning disabilities in different educational settings. Eur. J. Spec. Needs Educ. 2019, 35, 287–302. [Google Scholar] [CrossRef]
- Braun, V.; Clarke, V. Using thematic analysis in psychology. Qual. Res. Psychol. 2006, 3, 77–101. [Google Scholar] [CrossRef]
- McMahon, S.A.; Winch, P.J. Systematic debriefing after qualitative encounters: An essential analysis step in applied qualitative research. BMJ Glob. Health 2018, 3, e000837. [Google Scholar] [CrossRef]
- Birt, L.; Scott, S.; Cavers, D.; Campbell, C.; Walter, F. Member Checking:A Tool to Enhance Trustworthiness or Merely a Nod to Validation? Qual. Health Res. 2016, 26, 1802–1811. [Google Scholar] [CrossRef]
- Müller, L.R.F.; Buter, K.P.; Rosner, R.; Unterhitzenberger, J. Mental health and associated stress factors in accompanied and unaccompanied refugee minors resettled in Germany: A cross-sectional study. Child Adolesc. Psychiatry Ment. Health 2019, 13, 8. [Google Scholar] [CrossRef]
- Alver, B.G.; Øyen, Ø. Challenges of Research Ethics: An Introduction. In FF Communications—Edited tor the Folklore Fellows; Apo, S., Ed.; Acadmia Scienciarum Fennica: Helsinki, Sweden, 2007; pp. 13–55. [Google Scholar]
- Mygind, E. A comparison of childrens’ statements about social relations and teaching in the classroom and in the outdoor environment. J. Adventure Educ. Outdoor Learn. 2009, 9, 151–169. [Google Scholar] [CrossRef]
- Adler, P.A.; Adler, P. Dynamics of Inclusion and Exclusion in Preadolescent Cliques. Soc. Psychol. Q. 1995, 58, 145–162. [Google Scholar] [CrossRef]
- Cavicchiolo, E.; Manganelli, S.; Bianchi, D.; Biasi, V.; Lucidi, F.; Girelli, L.; Cozzolino, M.; Alivernini, F. Social inclusion of immigrant children at school: The impact of group, family and individual characteristics, and the role of proficiency in the national language. Int. J. Incl. Educ. 2023, 27, 146–166. [Google Scholar] [CrossRef]
- Veland, J.; Midthassel, U.V.; Idsoe, T. Perceived Socio-Economic Status and Social Inclusion in School: Interactions of Disadvantages. Scand. J. Educ. Res. 2009, 53, 515–531. [Google Scholar] [CrossRef]
- Nergaard, S.E.; Fandrem, H.; Jajnsen, H.; Tveitereid, K. Inclusion in Multicultural Classrooms in Norwegian Schools: A Resilience Perspective. In Contextualizing Immigrant and Refugee Resilience—Cultural and Acculturation Perspectives; Güngör, D., Strohmeier, D., Eds.; Springer: Cham, Switzerland, 2020; pp. 205–226. [Google Scholar]
- Gifford-Smith, M.E.; Brownell, C.A. Childhood peer relationships: Social acceptance, friendships, and peer networks. J. Sch. Psychol. 2003, 41, 235–284. [Google Scholar] [CrossRef]
- Kia-Keating, M.; Ellis, B.H. Belonging and Connection to School in Resettlement: Young Refugees, School Belonging, and Psychosocial Adjustment. Clin. Child Psychol. Psychiatry 2007, 12, 29–43. [Google Scholar] [CrossRef] [PubMed]
- Miles, M.B.; Huberman, A.M.; Saldana, J. Qualitative Data Analysis. A Methods Sourcebook; Sage: London, UK, 2020. [Google Scholar]
- Norris, N. Error, bias and validity in qualitative research. Educ. Action Res. 1997, 5, 172–176. [Google Scholar] [CrossRef]
- Amthor, R.F.; Roxas, K. Multicultural Education and Newcomer Youth: Re-Imagining a More Inclusive Vision for Immigrant and Refugee Students. Educ. Stud. 2016, 52, 155–176. [Google Scholar] [CrossRef]
- Ivinson, G. Classroom Power Relations. Understanding Student-Teacher Interaction. Br. Educ. Res. J. 2000, 26, 293–294. [Google Scholar]
- Skeie, G.; Fandrem, H.; Ohn, S.E.A. Mangfold, inkludering og utdanning. Gode intensjoner og komplekse realiteter. In Hvordan Arbeide med Elevmangfold? Skeie, G., Fandrem, H., Ohna, S.E., Eds.; Fakbokforlaget: Bergen, Germany, 2022; pp. 10–23. [Google Scholar]
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Lauterbach, G.; Fandrem, H.; Dettweiler, U. Does “Out” Get You “In”? Education Outside the Classroom as a Means of Inclusion for Students with Immigrant Backgrounds. Educ. Sci. 2023, 13, 878. https://doi.org/10.3390/educsci13090878
Lauterbach G, Fandrem H, Dettweiler U. Does “Out” Get You “In”? Education Outside the Classroom as a Means of Inclusion for Students with Immigrant Backgrounds. Education Sciences. 2023; 13(9):878. https://doi.org/10.3390/educsci13090878
Chicago/Turabian StyleLauterbach, Gabriele, Hildegunn Fandrem, and Ulrich Dettweiler. 2023. "Does “Out” Get You “In”? Education Outside the Classroom as a Means of Inclusion for Students with Immigrant Backgrounds" Education Sciences 13, no. 9: 878. https://doi.org/10.3390/educsci13090878