Marc Sarazin

This study examined students’ school engagement in relation to their migration status and their parents’ educational level across diverse school contexts with different density levels of migrant students. Altogether 1146 students (Mean _age = 13.65 years old) from seven schools in Finland, Scotland, and Sweden participated in the study. We obtained information about students’ school engagement and their demographics through a self-report survey. Results showed that migrant students demonstrated higher levels of control and relevance of schoolwork and future aspirations and goals , compared to their native peers. Students’ school engagement in migrant-medium schools (29%–33% students are migrants) was the lowest compared to that in migrant-dense schools (64%–77% students are migrants) and migrant-sparse schools (6%–10% students are migrants). Students whose mother’s educational level was higher reported higher levels of future aspirations and goals and family support for learning . Regardless of the density level of migrant students, schools depend on sufficient resources so that every student can engage in school.

Growing migration has changed student populations in many countries, challenging schools and educational systems to include students from migration backgrounds. Teacher collaboration has emerged as a key means to respond to this challenge, yet studying how teachers collaborate to mobilise support in this context poses difficult theoretical and methodological questions. This chapter presents an analytical approach which, drawing on the theory of inclusive pedagogy and mixed methods social network analysis (MMSNA), can elucidate the extent to which teacher collaborations are likely to support the inclusion of migrant students. The approach proceeds in three steps to examine: first, who collaborates to support migrant students? Second, what do inclusive forms of collaboration look like? And finally, how supportive of migrant student inclusion are collaborations likely to be? The approach, demonstrated with MMSNA data from a lower secondary school in a large Swedish city, advances knowledge on the role of collaboration for supporting diverse students and offers the potential to further theory and methods.

In this paper, we examine how evolutions related to the fragmentation of labour markets, the flexibilisation of work and employment conditions, and the multiplication of teacher training models and teachers’ roles in schools, are contributing to reshaping teachers’ careers. Drawing on interviews with teachers and senior leaders from 8 schools in London, our analyses highlight six career patterns and their embeddedness in the changing institutional environment of labour markets for teachers. Our results help renew the dialogue between research on teachers’ professional lives and on teachers’ labour markets. They have wider implications for knowledge on the fragmentation of the teaching profession, beyond the London case.

This paper looks at the flexibilisation of teachers’ employment relations in England in the context of an accelerated deregulation of work and employment conditions and of educational provision. It brings to light a contrasted picture, where external flexibilisation, through the recruitment of unqualified teachers, seems to be contained by a mixture of diverse but convergent interests and norms from the State, teacher unions and employers. Meanwhile, forms of internal flexibilisation (regarding working time, pay, and job boundaries and workplaces) appear to be more pervasive. This raises fundamental questions about the meaning of ‘standard’ employment relations in the teaching sector.