Integrating marginalised students in Ghanaian schools: Insights from teachers and principals

Daniel Owusu Kyereko, Daniel Faas*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

This article focuses on deepening the understanding of the factors affecting migrant students’ integration in Ghana’s educational system. Research on migrant education has primarily centred on northern destination countries. Using the case of West African migrant children in a multiethnic and multilingual Ghanaian setting, the article examines the complex and interplaying factors affecting migrant students’ integration into Ghanaian schools. Analysis from 40 semi-structured interviews with teachers and principals drawn from 30 schools offers insights into the challenges faced by schools in trying to help migrant students succeed. The study offers practical insights into the advantages of having teachers with a migrant background, especially the extent to which they use their intercultural competencies in helping migrant students overcome school-related challenges. While the fieldwork was carried out in Ghana, the implications are also of interest to other jurisdictions where schools are faced with migration-related diversity.

Original languageEnglish
JournalCompare
Early online date27 May 2021
DOIs
Publication statusE-pub ahead of print - 27 May 2021

Keywords / Materials (for Non-textual outputs)

  • Ghana
  • integration
  • migration
  • mother tongue
  • teachers and principals’ perspectives

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