TY - CHAP
T1 - Promoting More Equitable Post-School Transitions: Learning from the Experiences of Migrant Youth in England
AU - Bayrakdar, Sait
AU - Gewirtz, Sharon
AU - Maguire, Meg
AU - Mcpherson, Charlotte
AU - Laczik, Andrea
AU - Weavers, Alice
N1 - Publisher Copyright:
© 2024 selection and editorial matter, Paul Downes, Jim Anderson, Alireza Behtoui and Lore Van Praag; individual chapters, the contributors.
PY - 2024/1/1
Y1 - 2024/1/1
N2 - Using sensitising concepts drawn from ‘careership’ and ‘learning ecologies’ approaches and a set of qualitative interviews, this chapter explores the experiences of a diverse group of young migrants in England, the challenges they have encountered in their post-16 transitions and how these might be addressed. Our analysis points to the need for high-quality independent careers advice, specialist English as an Additional Language provision and social and emotional support for young migrants as the most significant policy priorities for promoting more equitable post-school transitions for this diverse and growing segment of the UK population.
AB - Using sensitising concepts drawn from ‘careership’ and ‘learning ecologies’ approaches and a set of qualitative interviews, this chapter explores the experiences of a diverse group of young migrants in England, the challenges they have encountered in their post-16 transitions and how these might be addressed. Our analysis points to the need for high-quality independent careers advice, specialist English as an Additional Language provision and social and emotional support for young migrants as the most significant policy priorities for promoting more equitable post-school transitions for this diverse and growing segment of the UK population.
UR - http://www.scopus.com/inward/record.url?scp=85196442596&partnerID=8YFLogxK
U2 - 10.4324/9781003263999-6
DO - 10.4324/9781003263999-6
M3 - Chapter
SN - 9781032193045
SP - 66
EP - 86
BT - Promoting Inclusive Systems for Migrants in Education
PB - Taylor and Francis Ltd
ER -