Friday – November 29 We are proud to present you the preliminary programme! Friday – Programme TimeActivityLocation08.45 – 09.30 hrs Welcome and registrationFoyer Plenary Opening Session 09.30 – 10.30 hrsKeynote lecture Reversing Underachievement: Whole School Instructional Strategies for Equity and Inclusion | Abstract Jim Cummins – University of Toronto Pandora10.30 – 11.00 hrs Coffee breakFoyer11.00 – 12.00 hrsParallel Keynotes – Round 44A. New educational arrangements Daily transitions between school and out-of school contexts: the role of interest and educational partnerships | Abstract Sanne Akkerman – Utrecht University, The Netherlands Pandora4B. Multilingual/cultural development Diversity in education. A problem or an asset for learning? | Abstract Piet van Avermaet – Universiteit Gent, België Pandora Foyer4C. Family support programs Promising approaches to support families in giving children the best possible start to their life | Abstract Yvonne Anders – Otto-Friedrich-University Bamberg, Germany Punt laag12.00 – 13.00 hrs Lunch breakFoyer13.00 – 14.30 hrsSymposia & Interactive workshops – Round 55A. Parent-school partnerships in superdiverse contexts | More infoPandora5B. Interventions to improve the intercultural class and school climate | More infoPandora Foyer5C. The case of immigrants in Europe | More infoClub nine5D. Experiences of ICT-enhanced parent interventions aimed at families with young children in linguistically diverse contexts | More infoPunt laag14.30 – 15.00 hrs Coffee breakFoyer15.00 – 16.30 hrs Symposia & Interactive workshops – Round 66A. Integrated child centers for 0-12 year olds – opportunities and risks | More infoPandora6B. Intercultural Professional Development (via a Virtual Learning Environment) | More infoPandora Foyer6C. Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies | More infoClub nine6D. Multilingual support via a Virtual Learning Environment | More infoPunt Laag16.30 – 17.30 hrs Farewell Drinks Foyer View the programme on Thursday Plenary & Parallel Keynotes Abstract – Jim Cummins Title: Reversing Underachievement: Whole School Instructional Strategies for Equity and Inclusion The OECD’s Programme for International Student Achievement (PISA) research shows clearly the extent to which schools in many countries are failing to develop adequate academic skills in the dominant language of the society among immigrant-background students. The presentation examines what we know about the causes of underachievement among these students and how schools can respond to these causal factors. Research has demonstrated clearly that the roots of underachievement go beyond simply language differences between home and school. Factors associated with socioeconomic status (SES) and historical and current patterns of discrimination and marginalization in both schools and the wider society also operate to limit students’ educational progress. The presentation argues that these three sets of background factors (home-school language switch, SES, and discrimination) are only potentially causal insofar as they interact with patterns of educational provision and their effects can be at least partially reversed by evidence-based instructional strategies. Abstract – Sanne Akkerman Title: Daily transitions between school and out-of school contexts: the role of interest and educational partnerships Where school, family and leisure institutions all aim to support children’s learning and development, children make transitions between these life domains on a daily basis. Research on these transitions is relatively new, revealing how some children may experience continuities, while others face discontinuities in what is valued, what they are expected to learn and who they are to become. In this talk I present first findings of research projects in which we have been following children longitudinally across life domains, focusing on children’s own interest pursuits and the systemic opportunities and constraints they face. I will specifically pay attention to the continuities and discontinuities children from low SES and migrant background experience and discuss how educational partnerships between schools, families and leisure institutions can support these children’s learning and development throughout daily life. The discussion touches upon the need to break-open the traditional education system and to allocate the public task of education of children to new collaborative arrangements involving different institutions in addition to the education system. Abstract – Piet van Avermaet Title: Diversity in education. A problem or an asset for learning? Whether we like it or not, every school and classroom is diverse. Diversity in education is the norm. Dealing with this diversity is characterized by intersectional dynamics. This complex and multi-layered reality faces schools and teachers with a number of challenges. The answers to these challenges are often fragmented. We want teachers to become experts in each and every feature of diversity, leaving them in utter confusion and wondering how this impacts their ‘main task’, teaching. As a result, diversity is often pushed to the periphery of education. Also, teachers’ increased feelings of lack of competency to address these challenges can be observed. In the first part of this paper I will argue for a radical shift towards more inclusive diversity policies and practices. A clear case of this, is language diversity. How to deal with multilingualism is a major challenge for schools. Independent of the fact that schools, as social and learning spaces, are multilingual many of them maintain a monolingual policy, whereby children have to be submersed in the dominant language as a condition for school success. Multilingualism is often seen as a deficit. This often leads to school policies and classroom practices where children’s multilingual repertoires are banned, not exploited and where children are sometimes being reproved or even punished for using their multilingual repertoire in daily school and classroom interaction. In the second part of this paper I will discuss the counterproductive effects of excluding immigrant children’s multilingual repertoires in education. I will argue for a policy where multilingualism and the acquisition of the language of schooling can be interwoven. Abstract – Yvonne Anders Title: Promising approaches to support families in giving children the best possible start to their life Promising approaches to support families in giving children the best possible start to their life Research evidence over the last years has provided ample evidence on beneficial effects of early childhood education on children’s development, particularly for children who grow up in disadvantaged families. However, research also shows that disparities develop early, often before children enter an institutional setting. In addition, the family characteristics and the home learning environment have strong impact on children’s development. European countries have developed different systems and programs to support families in bringing up their children and giving children the best possible start to their life. The presentation will discuss theories and research evidence on promising home- and center-based family support systems. It will highlight the findings of the ISOTIS project which compared family support systems across European countries. The presentation will also discuss the potentials of ICT to reach out to and support the most disadvantaged parents. Parallel Symposia – Round 5 5A. Parent-school partnerships in superdiverse contexts Numerous studies have shown that educational partnerships, referring to the belief that both parents and children are responsible for creating the optimal environment for the learning and development of the child, are very important for school success of young children. This holds especially true for children with a vulnerable position, for example children with a migrant background or coming from families with a lower socio-economic status, since education plays a vital role in their integration and upward social mobility. However, cultural and linguistic differences, diverging beliefs about education and attitudes towards each other can pose significant challenges for parents and (pre)school when trying to strengthen their partnership. In this symposium we will take a look at the topic of educational partnerships and the factors that are either facilitating or hindering educational partnerships. We will focus on different perspectives in order to understand all important factors: both the parent’s and professionals’ perspective, and taking a closer look at the macro (societal) level, by using international data from the ISOTIS project and projects from the Netherlands. PresentationParent-preschool Partnerships for Turkish and Maghrebian Families in Europe: Associations with Parent, Family, and Society Characteristics Ryanne Francot – University of Utrecht, The Netherlands Katharina Ereky-Stevens – University of Oxford, United Kingdom Martine Broekhuizen – University of Utrecht, The Netherlands Paul Leseman & ISOTIS research team – University of Utrecht, The NetherlandsThe Nature of Parent-Professional Relationships in Six European Countries: What Contextual and Teacher Characteristics Contribute to a Good Relationship with Immigrant and low-SES Parents Pauline Slot – University of Utrecht, The Netherlands Efthymia Penderi – Democritus University of Thrace, Greece Helga Norheim – USN Norway Valentina Pagani – University of Milan, Italy Krzysztof Bulkowski – University of Warsaw, Poland Barriers and facilitators for partnerships between parents with immigrant backgrounds and staff in ECEC – A review based on empirical research. Helga Norheim – USN Norway Thomas Moser – USN NorwayHet belang van tweezijdige communicatie voor sterke samenwerkingsrelaties tussen ouders en leerkrachten in het primair onderwijs Hélène Leenders – Fontys, The Netherlands 13.00 – 14.30 hrs Room: Pandora 5B. Interventions to improve the intercultural class and school climate Abstract In this symposium, we will present and discuss effective and promising interventions aiming to promote equality and belongingness in early childhood education and primary education. We start with an overview of existing interventions focusing on curriculum, pedagogy, and social climate by examining the key features of 78 interventions across eight European countries. Our discussion will focus on the extent to which existing interventions support heritage cultures and languages and promote communication and positive contact among children, as the basis for multiculturalism as a policy. Following this overview, we take an in-depth look at innovative interventions aiming to promote inclusiveness, including: a school- and community-based program in the Netherlands, specifically building blocks for democratic citizenship; a program aiming to increase access by Syrian and Turkish children to community- and home-based early childhood education, supporting children’s development and school readiness across multiple sites in Turkey; and, finally, a language and homework coaching project in the city of Utrecht for youth in which schools, parents and volunteers collaborate to empower the student. PresentationEarly interventions tackling inequalities experienced by immigrant, low-income,and Roma children in 8 European countries: A critical overview Carla Silva – ISCTE Portugal Rita Guerra – ISCTE Portugal Ricardo Rodrigues – ISCTE Portugal Luísa Ribeiro – ISCTE Portugal Giulia Pastori – University of Milan Bicocca, Italy Paul Leseman & the ISOTIS research team – University of Utrecht, The NetherlandsAÇEV’s Preschool Education Programme implemented as part of its Summer Preschools Programme with disadvantaged local and Syrian children in the underprivileged Southeast Region of Turkey Seyma Erdogan, AÇEV Taalversterkers tussen school en thuis Merlijn Slothouber, Taal doet meer The peaceable school. Critical building blocks for democratic citizenship Christel Eijkholt, Utrecht University, The Netherlands Melissa Be, CED Groep 13.00 – 14.30 hrs Room: Pandora foyer 5C. The case of immigrants in Europe Abstract This symposium brings together the main results of the large scale quantitative and qualitative interview studies of ISOTIS among parents with an Algerian, Moroccan or Tunisian background, conveniently referred to as Maghrebs, or with a Turkish background, all living in Europe. In three contributions we focus on the general experience of living as an immigrant parent in Europe in the context of a polarized political discourse on integration. Combining quantitative and in-depth qualitative data, we focus on parents’ wellbeing and feelings of belonging, their relationships with professionals in (pre)schools and support services, their participation in society and personal experiences with being discriminated and excluded, and their feelings about how immigrants are discussed in the public and social media in Europe. We also address parents’ aspirations for the education and social mobility of their children, how they build upon their own resources and social networks to support their children, balance the heritage culture with the host country culture in daily family life and decide on the family’s language policy. An interesting initiative to empower immigrant and refugee parents using an internet platform suggests ways of how to build on families’ resources. Finally, we discuss how the experiences of immigrant parents differ between countries, and to what extent national integration policies can explain these differences. PresentationHow family background characteristics and migration history affect home learning environment of Turkish children in the UK. Pinar Kolancali & the ISOTIS WP2 team – University of Oxford, UKInclusive and exclusive language use in German (pre)schools. Perspectives and experiences of Turkish mothers. Hande Erdem-Möbius – Freie Universität Berlin, Germany Özen Odağ- Touro College Berlin, Germany Yvonne Anders – Freie Universität Berlin, Germany ‘Something has changed’: Turkish and Maghrebian immigrant families in England, France, Germany, Italy, the Netherlands and Norway, and the experience of public discrimination. Martine Broekhuizen – Utrecht University, The Netherlands Paul Leseman – Utrecht University, The Netherlands Ayça Alayli – Utrecht University, The Netherlands Ryanne Francot – Utrecht University, The Netherlands Aude Faugeron – Université Paris-Est Créteil, France Jérôme Mbiatong – Université Paris-Est Créteil, France Helga Nordheim – University of South-West Norway Thomas Moser – University of South-West Norway Giulia Pastori – University of Milan Bicocca, Italy “Don’t give me a fish but teach me how to fish”: empowerment of parents Soha Shat – ‘It’s My Child’ Foundation 13.00 – 14.30 hrs Room: Club Nine 5D. Experiences of ICT-enhanced parent interventions aimed at families with young children in linguistically diverse contexts Symposium Title Experiences of ICT-enhanced parent interventions aimed at families with young children in linguistically diverse contexts. Abstract We aim to present parent support interventions which make use of ICT to help parents with young children to get involved in their children’s learning by making good use of family (language) resources at home. The focus is on valuing all language skills and all languages, and the cultural backgrounds of families with diverse backgrounds. The use of ICT to support interventions with parents is innovative; research into its potential can enrich and enhance family learning practices. The symposium will present two digital platforms (Langaroo and the ISOTIS VLE) and demonstrate practical examples of materials that were developed to stimulate activities. Participants will be invited to actively engage in some activities and share reflections. PresentationSupporting beliefs into the value of heritage language and multi-lingual competencies and family language practices that make good use of family language resources at home Katharina Ereky-Stevens, University of Oxford, United Kingdom Kateřina Sidiropulu Janků, Marsaryk University, Czech Republic Mareike Trauernicht, Freie Universität Berlin, Germany Juliane Schünke, Freie Universität Berlin, Germany Alice Sophie Sarcinelli, University of Milan Bicocca, Italy Giulia Pastori, University of Milan-Bicocca, ItalyLangaroo: An online platform to play with language together to improve skills in one or more languages Anne Heinsbroek, Voorleesexpress, Nederland 13.00 – 14.30 hrs Room: Punt laag Parallel Symposia – Round 6 6A. Integrated child centers for 0-12 year olds – opportunities and risks Abstract This symposium addresses in a critical-constructive way the promises and risks of intersectoral collaboration at the local level between the education system and the child daycare/after-school care system, and focuses specifically on the emergence of integrated child-centers for 0-6 and 0-12-year-olds. The central research paper in this symposium uses an organizational approach, analyses the tensions between the predominant traditional professional-bureaucratic organizations in the education sector and the commercial organizations and socially engaged professional organizations in the childcare sector, and argues that value-driven governance is needed to move beyond opportunistic coalitions towards truly inclusive and equitable networks of services. The second paper addresses from the perspective of a large childcare provider the difficulties encountered in creating collaborative networks with primary schools to establish integrated child centers in the city of The Hague, the third city of the Netherlands with a highly diverse population. The paper examines the key facilitators and barriers to successful intersectoral collaboration in The Hague. The third paper presents an example of promising practice, St. Stephen’s Child Centre in London-Newham, where midwifery, health, social work, early care and education services are integrated with a local primary school and co-located in one center in a poor London neighborhood. The center serves a highly diverse low-income population and, despite the odds, stands out in the educational achievement of its children. The paper discusses the (local) policy factors that explain the center’s success PresentationThe story of St. Stephen’s Child Centre in Newham, London – explaining its success. Jacqueline Barnes – University of Oxford, UK, Birkbeck, University of London, UKCollaborating with primary schools in a large urban area with a high degree of segregation and polarization – the need for a shared mission. Karen Strengers – DAK Child Centers, The Hague, The NetherlandsMarket dynamics and public governance in hybrid systems for child care and education: the role of values. Willeke van der Werf – Utrecht University, the Netherlands Paul Leseman – Utrecht University, the Netherlands Pauline Slot – Utrecht University, the Netherlands Patrick Kenis – Tilburg University, the Netherlands 15.00 – 16.30 hrs Room: Pandora 6B. Intercultural Professional Development (via a Virtual Learning Environment) Abstract Teachers and other professionals working with children and families encounter increasing cultural, linguistic and socio-economic diversity. Many professionals feel ill-prepared to address the challenges they encounter on a daily basis as a result of this diversity. How can we support these professionals in providing high quality education and promoting equality and inclusiveness? Professional development can play a key role in preparing and supporting professionals in their daily work, but this requires innovative and new ways of professional development that can effectively address these novel challenges. This symposium brings together evidence from different studies conducted in Europe and aims to share some lessons learned and new insights on professional development following a more systemic and contextual approach. PresentationPotential – power to teach all: professional development of teachers to create inclusive classes Inge Van de Putte – UGent, Belgium Wendelien Vantieghem – UGent, BelgiumInnovative approach to continuing professional development. Findings from the case study in the Łódź creche network in Poland. Olga Wysłowska – University of Warsaw, Poland Kamila Wichrowska – University of Warsaw, PolandProfessional development and the ISOTIS VLE: building a community of learners to foster professionals’ intercultural competences Gil Nata – Porto University, Portugal Pauline Slot – Utrecht University, the Netherlands 15.00 – 16.30 hrs Room: Pandora Foyer 6C. Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies Abstract Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies Education specialists should maintain awareness of the changing structures of families and parenting from culturally diverse and disadvantaged backgrounds, as has been observed by academics, social practitioners and the ISOTIS study which provides in-depth up- to- date insight. Identities of mothers are interwoven into their multiple roles and often caught in between their individual identities and collective identities; sense of belonging and their parents’ (mothers’) duties. Mothers from disadvantaged families are negotiating their identities by facing economic hardship and social stereotypes, different cultures and parenting styles, in order to provide their children with everything they need. Societal expectations of the role of mothers are high, but what does mean to live up to these expectations? The session will feature a round – table discussion on identities and self-identification of mothers as mothers, parents, locals, ethnic minority, citizens, and immigrants. It will include short key-note presentations, followed by a discussion which will be moderated by Lyudmila Nurse PresentationIntroduction- Mothers’ identities – overcoming life challenges for the sake of their children Lyudmila Nurse, Department of Education, University of Oxford, UKThe identities of the Polish mother: social imaginations and biographical experiences Katarzyna Gajek, Faculty of Educational Sciences, Department of Social Pedagogy University of Łodź, PolandTension between public and perceived identities of the French Maghreb mothers Aude Faugeron and Jérôme Mbiatong, Université Paris Est Créteil, FranceThe uneasy choice of mother tongue. The case of Czech Roma mothers Kateřina Sidiropulu- Janků, Masaryk University, Brno, Czech Republic 15.00 – 16.30 hrs Room: Club nine 6D. Multilingual support via a Virtual Learning Environment Abstract ECEC and school contexts are key settings that can contribute to reducing educational and social inequalities, to supporting children with an immigrant and minority ethnic backgrounds build their academic, social, emotional and motivational path as well as grow up multilingual and multicultural, and to exposing all children from the early years to a curriculum that makes them curious about diversity and develops critical thinking on equity and social justice. But to do so, curricula and pedagogies need to be revisited and innovated, while teachers often don’t feel prepared to. This symposium brings together lessons learned from design-based interventions supported by the use of ICTs, conducted in several European countries, following an eco-systemic approach. Participants will have the possibility to interact and explore digital platforms developed to this purpose, while presentations will briefly introduce research interventions. PresentationIntroduction Giulia Pastori – University of Milan BicoccaThe E Validiv VLE: is multilingual education possible in superdiverse settings? Orhan Agirdag & Evelien Van Laere – KU Leuven and University of AmsterdamThe ISOTIS VLE: innovating multilingual and language awareness education Giulia Pastori & Andrea Mangiatordi – University of Milan Bicocca, ItalyThe ISOTIS VLE: innovating Human Rights and Social Justice education Joana Cadima, Sofia Guichard, Gil Nata – University of Porto, Portugal 15.00 – 16.30 hrs Room: Punt laag I would like to register for the Equality & Inclusion Conference 2019!