Case studies on curriculum, pedagogy, and school climate interventions tackling inequalities

Home / ISOTIS

Author: ISOTIS

Case studies on curriculum, pedagogy, and school climate interventions tackling inequalities

In this report, researchers present and discuss the findings of seven in-depth case studies of curriculum, pedagogy, and/or social climate interventions currently ongoing in seven European countries, from distinct geographic regions, diverse in their income levels, research traditions, education and welfare systems, and immigrant integration policies: England, Germany, Greece, Italy, the Netherlands, Poland, and Portugal.

Specifically, they conducted an inventory of promising interventions, within the classroom and school microsystems, aiming to promote educational equality and belongingness in immigrant, Roma, and low-income children attending early childhood and primary education provision in the Czech Republic, England, Germany, Greece, Italy, the Netherlands, Poland, and Portugal.

Parental involvement in reading activities in Roma and non-Roma families

In a recent study conducted in the scope of ISOTIS, in Portugal, Roma families and non-Roma families experiencing financial hardship, with 3 to 6 year-old children, were interviewed about the frequency of reading activities involving adults and children at their home.

Findings indicated that the frequency of adult-child reading activities at home can be potentiated by reinforcing Roma families’ educational aspirations for their children, and by creating opportunities for positive social interactions between parents in the preschool setting, particularly for families experiencing financial hardship. A poster of the study is available.

 

The role of professionals in promoting diversity and inclusiveness

In view of preparing children adequately for life in the 21st century eight key competences have been identified by the European Union. Among these competences are the ability to communicate in the mother tongue and cultural awareness and expression. This is in line with research evidence showing the importance of the heritage language and culture in
identity development, well being, mental health and school achievement. Hence, the role of professionals is pivotal in fostering cultural and linguistic awareness among children and promoting inclusiveness in the classroom or group. This review of the literature is meant to provide an initial theoretical framework concerning the role of professionals in dealing with cultural and linguistic diversity and promoting inclusiveness.

Comprehensive review of the literature on inter-agency working with young children, incorporating findings from case studies of good practice in inter-agency working with young children and their families within Europe

The ISOTIS project is about the integration of services. A new publication from project shares successful inter-agency work for disadvantaged groups, immigrant and Romani Families in Belgium, Greece, Italy, the Netherlands, Norway, Poland, Portugal and the UK. The study asks poignant questions about the success of the selected case studies; it focuses on their models, impact, challenges and good practices.