Call For Paper 2017 Brno

Conference of the International Academy for the Humanization and Education (IAHE)

 

International academic conference at

Masaryk-University in Brno, Czech Republic

28 – 29 September 2017

 

 

„Effects of migration movements on educational institutions“

 (Early childhood education, school education, higher education,

adult education)

 

 

Training and further education for teachers, educators, and education managers in diversity and integration

 

Call for papers

 

 

Today, migration and diversity are among the great challenges of our society. The European countries are affected in different ways. However, educational institutions as places of community learning and cultural diversity must develop reflected action patterns. To develop further and more comprehensive offers at all educational institutions, particular attention must be paid to the country-specific contexts. These specific contexts define the starting points of diversity management in educational institutions.

 

The results of basic and application-oriented research should be used to develop concepts of integration for practice. Such concepts should then lead to strategic planning of diversity in municipal education landscapes and to the development of participative networks. Researchers are asked to provide theory and evidence based concepts for innovative and participatory education management. Institutions of adult education can provide analyses of municipal structures with regard to local interaction processes to reach different stakeholder groups (e.g. day care centers or schools). Using best practices as examples, a comparison between different European countries becomes possible and provides new insights.

 

The IAHE as an international platform for education management can facilitate a fruitful discussion between theory and practice. To bring together the different perspectives, the IAHE hosts the international conference at Masaryk-University in Brno, Czech Republic.

 

Children’s day care centers

Refugee children – like all foreign children – can benefit from day care centers if they are legally resident in the refugee country. The conditions are met if a stay has been granted in the course of the asylum procedure, the family has left the initial reception facility, and is accommodated in the assigned municipality.From this point onwards, in many countries the same rights of education and day care apply without restriction to refugees as they apply to domestic citizens; children have the right to go to day care from the age of 1 to the beginning of school. As for all children, the funding can be provided by state subsidy, municipality share, independent sponsors and parents' contributions.

Therefore, children's day care facilities are challenged to give refugee children the same opportunities for their education as everyone else. If children with diverse cultural backgrounds, influenced by other customs and habits, with other mother tongue, perhaps even traumatized, come to day care centers,this must be taken into account in the educational work of these institutions. In order to work with the refugee children and their families, educators have to know their origins and cultural backgrounds. Both sides have to be open for new experiences. Furthermore, educators have to give special attention to traumatized children to help them to process their experiences. To develop confident and social personalities children need unconditional appreciation of their existence.

These described circumstances pose a particular challenge to the management of early childhood facilities and the educational staff.

Possible topics:

• Consequences of flight and expulsion - traumatization

• Multilingualism

• Cultural diversity and religions

• Further education and training for educators

• Leadership

• Intercultural competence

• Stress and conflict management, etc.

 

Schools

Language acquisition and school education are regarded as key to social integration of children and young adults with a migration background in our societies. Consequently, today’s high number of refugees poses new challenges to schools. Topics such as migration, integration and heterogeneity are becoming part of the curriculum.Linguistic competencies, especially with regard to education language, are given new significance.

 

Teachers know the social and cultural living conditions of pupils and influence their individual development.How many training and further training courses for teachers have to be given about intercultural competence and dealing with heterogeneity?How can school leaders advise, support and manage their colleagues?

 

Possibletopics:

 

• The role of teachers

• Interaction between parents and school

• Integration as a task for the whole society

• Language competencies among pupils and teachers

• Teaching - how far is the differentiation?

• Promotions

• Challenges for school management

 

 

Universities

 

Internationality and diversity are among the guiding principles of universities. The transformation of their mission statements into practice challenges universities day by day. Many universities provide various support opportunities for refugee students, e.g. recognition procedures (ETCS), programs for language acquisition, the development of a special welcome culture, specific scholarship programs, study programs in English, new study programs with a focus on diversity. In addition, many universities established new research programs and centers on diversity and migration. Particular attention can be given to international comparable best practice examples.

 

Possible topics:

 

·         Concepts for interculturalopenness in universities

·         Studies – recognition procedures (ETCS)

·         Programs for language acquisition

·         Study support opportunities (studiumgenerale)

·         Internationalcourses/ study programs in English

 

 

Adult educationinstitutions

 

Institutions for adult educationplaya very important role in most countries in integrating immigrants in general and refugees in particular. Language courses, procedures for the recognition of competencies, or measures for professional integration – the important role of education institutions for enabling societal participation of migrants is undisputed. Institutions for continuing training often work in spite of limited resources and this is not least to the detriment of teachers who have to cope with low fees.

Considering the international discourse on the subject, additional requirements are formulated for institutions of adult education, which result from theoretically subdued socio-political concepts. For example, the debate about interculturalism put forth the concept of "intercultural opening" as a guiding principle for organizational development processes.This means that not only the institution's program, but also by its personnel structure should be underpinned by an intercultural principle. As a result, for the organization new networking perspectives are emerging within the key players of the immigration society.


Possibletopics:

  • What are the requirements for the intercultural opening-up of adult education institutions?
  • Professional recognition of competencies relevant to the labor market
  • What kind of value conflicts could occur in adult education events?
  • Role of adult education in municipalities/ regions with regard to integration concepts