The International Integration, Migration and Local Communities Network was established in August 2020 and brings together national and international partners who work in the context of migration, integration and local communities.
Migration is a key aspect of local communities globally and the last decade has shown an increase in strategies and policies which address integration issues in local communities. The conceptualisation and application of integration strategies are increasingly moving away from an assimilation approach towards a two-way integration process.
The International Integration, Migration and Local Communities Network aims to offer a platform for the exchange of best practice regarding two-way integration, collaboration on funding applications and publications and staff/student exchanges.
The main aim of this research was to analyse access to services, social integration and community cohesion in Harlow. The research uses large-scale data to explore the wider demographic and socio-economic context of Harlow.
Primary qualitative and quantitative research was conducted to collect data on accessing services, social integration and community cohesion representing multiple voices in the community. Two online surveys were conducted with residents and community leaders. Residents, community leaders and community organisations also took part in semi-structured online- and telephone interviews. One consultation event with residents took place just before the COVID-19 lockdown.
Arriving at a new place is a core aspect of migration, but stories of arrival are not limited to the migration experience and we all have stories of arrival (e.g. school, workplace, new home) to tell. This exhibition documents younger and older people who define themselves as migrants, non-migrants or global citizens. Together they discover the secrets behind a special object that the other one holds.
The objects unlock stories about arriving at a new place and create bonds between people of different ages, biographies and migration backgrounds. The exhibition presents powerful photographic portraits of each pair holding their objects and audio-recordings of their exchanges. You are invited to tell your own story of arriving at a new place via postcards, recordings or dialogues with other visitors.
A three year research project by a multidisciplinary team at the University of Cambridge and Anglia Ruskin University.
The first phase of the project aimed to extend the understanding of pedagogic and social issues relating to language development, social integration and educational achievement of children with English as an Additional Language (EAL).
The second phase of the project investigated the role of school assessment, pedagogy and student support in developing the academic achievement of socially disadvantaged, newly arrived migrant children with a view to match their academic and cultural needs to educational provision.
Schneider, C., Paraskevopoulou, A., Noble, A, Preston, C., 2020. Research into Ethnic and Culturally Diverse Groups in Harlow (Harlow Council).
Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., and Liu, Y., Welply, O., 2020. Language development and social integration of students with English as an additional language. Cambridge Education Series (Cambridge: Cambridge University Press).
Schneider, C. and Arnot, M., 2018. Transactional school-home-school communication: addressing the mismatches between migrant parents’ and teachers’ views of parental knowledge, engagement and the barriers to engagement. Teaching and Teacher Education, 75, pp. 10-20.
Schneider, C. and Arnot, M., 2018. An exploration of school communication approaches for newly arrived EAL students: applying three dimensions of organisational communication theory. Cambridge Journal of Education, 48(2), pp. 245-262. (online June 2017)
Schneider, C., 2017. A conceptual framework for analysing immigration policy: a case study of recent developments in Germany’s asylum policy. Two Homelands, 45, pp. 11-27.
Schneider, C., 2017. Transnationalisation within school education: the interconnection between actors, structures and mechanisms, Globalisation, Societies and Education, 15(5), pp. 607-620. (online 2016). doi: 10.1080/14767724.2016.1195725
Evans, M., Schneider C., Arnot M., Fisher L., Forbes K., Hu M., Liu Y., 2016. Language Development and School Achievement: Opportunities and Challenges in the Education of EAL Students (The Bell Foundation).
Arnot, M., Schneider, C., Evans, M., Liu, Y., Davies-Tutt, D., Welply, O., 2014. Language Education and Social Disadvantage: School Approaches to the Education of EAL students in England (The Bell Foundation).
Online group meetings (every two months).
Planning of international seminar (online) with members and students in autumn 2021.