Roosevelt University is a private institution that was founded in 1945. It has a total undergraduate enrollment of 2,419, with one campus in downtown Chicago and another nearby in the suburb of Schaumburg, Ill. Students at Roosevelt can major in more than 125 degrees, including about 40 master’s programs in fields such as education and psychology. Part of Roosevelt University’s mission is not only to educate but to also shape students to be socially conscious community leaders.
Education in the Context of Global Migration
In 2017, there were a total of 258 million migrants out of a total worldwide population of 7.5 billion people. The worldwide population of migrant children under the age of 19 has grown from 30 million in 1990 to 36 million in 2017. Who are these migrant children and why do they migrate? There are complex reasons why children are migrants. For example, some migrant children are seeking asylum while others are seeking refugee status, and then there are the millions of children of migrant workers. Still other migrant children are educational migrants sent by their families to study abroad. While much research focuses on transnational migration, there is considerable migration of children and families within many countries from rural to urban centers due to urbanization and industrialization. In all, children around the world are migrating for a wide range of diverse reasons. There are a host of policy, programmatic, and service challenges facing governments at the national, regional, and local level to address the needs of migrant children. One of these concerns has to do with the economic well-being of migrant children and their families. While migrants have generally, very high rates of labor force participation, they nonetheless, often work for lower wages and have less income than native-born citizens. Migrant children in these families are more likely to be poor, experience food insecurity, have less or inadequate health care, and live in crowded or unsafe housing. Not the least of these challenges is that of providing educational programs and services for migrant children. Effective educational programs and services for migrant children is an economic imperative. The more successful migrant children are academically in school, the more likely they will be successful in future employment and in upward social-class mobility thus, contributing the economic well-being and social fabric of the state and the nation. While the economic well-being of migrant families and their children is of concern, other factors associated with race, ethnicity, gender, religion, and language acquisition, may also affect the educational attainment of migrant children. Addressing the educational needs of migrant children will depend on the local context and the particular characteristics of the migrant population of students. In this edition of the conference, we especially welcome research papers, policy papers, and presentations related to a broad range of questions and topics associated with the education of migrant children. What are the contemporary theories, theoretical paradigms, and/or educational practices relevant to the education of migrant children? What are legal, policy, and procedural issues at the national, state, and local level related to migrant children? What are the pedagogical best practices associated with the education of migrant children? What are the issues related to technology, technology access, and social media and the education of migrant children? What are the preparation, training, and professional development needs of administrators, teachers, and staff in the education of migrant children? How can families and communities contribute to the education of migrant children? What are the political, economic, and social implications in the education of migrant children? We also welcome research papers, policy papers, and presentations related to the other strands of the conference.
Prof. Gregory M. Hauser, PhD – Roosevelt University (USA)
Gregory M. Hauser is a Professor at Roosevelt University where he taught courses in the master’s and doctoral programs in educational leadership. He is currently serving a three year term as an elected member of the Roosevelt University Board of Trustees. Prior to his faculty appointment, he served for seventeen years as a chief student affairs officer. He has served as Vice Provost of Student Affairs at Roosevelt University, as Dean of Students at Montana State University-Northern, and as Dean of Students at Monmouth College. As an outgrowth of his research interests in technology and educational leadership he co-authored, The standards-based digital school leader portfolio; A handbook for preparation and practice (2005), as well as a revised second edition in 2010. He has also written several book chapters and articles related to various aspects of school reform. Professor Hauser serves on the editorial review board for three peer-reviewed journals. He has also authored and administered numerous federal and private foundation grants from the U.S. Department of Education, the U.S. Information Agency, and the IBM Foundation, to mention a few. He is a former Fulbright Scholar to Germany.
Bela Hovy (TBC) – Chief of Publications, Outreach and Support Unit of United Nations (UN)
Global migration drivers, impacts and the role of the UN Bela Hovy served as Chief of the Migration Section at the United Nations Department of Economic and Social Affairs (UN DESA) in New York from 2006 to 2018. During this period, he was responsible for the production of the official migration estimates of the United Nations, the publication of migration studies and the organization of expert meetings and workshops. He assisted the General Assembly and the Economic and Social Council in organizing conferences and high-level events, supported intergovernmental negotiations on migration, and prepared reports of the Secretary-General on migration and development. He is currently in charge of publications, communications and intergovernmental support in the field of population and migration. From 1993 to 2005, Mr. Hovy worked for the Office of the United Nations High Commissioner for Refugees (UNHCR) in Geneva, Switzerland, where he was in charge refugee statistics and refugee registration. Before that, he worked at UN DESA on migration and refugee issues (1989-1993) and provided training to graduate students at a demographic research center in Yaoundé, Cameroun (1988-1989). Mr. Hovy holds an advanced degree in human geography of developing countries from Utrecht University and a certificate in development economics from Wageningen University, the Netherlands. He has authored numerous reports, studies and articles on international migration, refugees and asylum. He is regularly invited to make presentations at conferences, meetings and workshops and served on various expert committees, including of the International Union for the Scientific Study of Population (IUSSP) and the US National Academy of Sciences.
Margie McHugh – Director of MPI National Center on Immigrant Integration Policy (USA)
Building Education System Capacities to Equitably Serve Migrant-Background Children Margie McHugh is Director of the Migration Policy Institute’s National Center on Immigrant Integration Policy. The Center is a national hub for leaders in government, community affairs, business, and academia to obtain the insights and knowledge they need to respond to the challenges and opportunities that today’s high rates of immigration pose for communities across the United States. It provides in-depth research, policy analysis, technical assistance, training, and information resource services on a broad range of immigrant integration issues. Ms. McHugh’s work focuses on education quality and access issues for immigrants and their children from early childhood through K-12 and adult, post-secondary, and workforce skills programs. She also leads the Center’s work seeking a more coordinated federal response to immigrant integration needs and impacts, and more workable systems for recognition of the education and work experience immigrants bring with them to the United States. An author or co-author of dozens of reports on U.S. integration policy and program topics, she is also the recipient of numerous awards recognizing her efforts to bring diverse constituencies together and tackle tough problems.
Prof. Judith Gouwens, EdD – Roosevelt University (USA)
Educators as First Responders: What Teachers Do to Help Migrant Children and their Families Deal with the Trauma They Experience Judith Gouwens, Ed.D., Professor Emerita, Roosevelt University in Chicago, Illinois, began her professional career in education as a primary grade teacher; during this time she developed her commitment to championing quality education for minority children and children in poverty. She served as consultant and expert witness in the Kansas City, Missouri, School District desegregation case; Senior Research Associate at Research & Training Associates in Overland Park, KS; and Research Associate in the Center for Assessment and Evaluation at the University of Kansas, where she earned her doctoral degree. Gouwens’ book, Migrant Education: A Reference Handbook (2001), came from her involvement with education for children of migrant workers in the US, and she continues to work as a consultant to and evaluator for Migrant Education Program in Illinois. Her other publications include several book chapters and journal articles about educators who work with migrant children and their families.
Prof. Luka Lucić, PhD – Pratt Institute (USA)
War Schools: Organization of teaching and learning in the context of war and forced migration Luka Lucić is an Associate Professor at the Department of Social Science and Cultural Studies at Pratt Institute. Luka’s research employs narrative inquiry to explore the effects of radical change – such as migration, war, and urban destruction – on socio-cognitive development of young people. Across his work, language is seen as important tool for psychological development, enabling young people to make sense of challenging life situations while also facilitating cognitive growth. His recent publications Developmental Affordances of War-Torn Landscapes (Human Development, 2016) and Prepositions in Narrative Thought (Narrative Inquiry, 2018) explore the relationship between cognitive development and the landscape of war among young people who grew up during the four-year-long siege of Sarajevo, Bosnia. Through a series of situated narrative analyses, this research shows that young people growing up during war and political instability do not emerge from these violent times solely as traumatized or emotionally scarred individuals, but often use the affordances of their volatile contexts as symbolic tools for psychological growth. Luka’s articles Changing Landscapes, Changing Narratives (Pedagogy, Culture & Society, 2016) and They are Thirsty for Internet More Than Water (Analyzing Human Behavior in Cyberspace, 2018) foreground the role of narrative in the process of organizing knowledge. This work attempts to move beyond the idea of the “cultural clash” presumably experienced by immigrants. Instead, it provides concrete recommendations for structuring narrative-based educational activities that engage the rich transnational experiences of young refugees in the process of migration, and transform these experiences into learning.
Prof. Eva María Olmedo Moreno, PhD – Universidad de Granada (Spain)
¿Qué no habíamos pensado, pero tenemos que cambiar en la educación?: Una nueva cultura de aula abierta a los menores inmigrantes. PhD in Pedagogy from the University of Granada and Full Professor in the Department of Research Methods and Diagnosis in Education of the University of Granada, where she teaches the core subject of Educational Research Methods. Her main line of research: «Learning Strategies and the development of hybrid learning models in the Smart Cities culture: Effective tools for socio-educational inclusion», topic on which she directs the I+D+I EDU2017-88641-R National Project. She is currently the Director of the MIDE Department and Coordinator of the Doctoral Program in Educational Sciences of the University of Granada.
- Marcelo Emilio Bianchi Bustos, Universidad Argentina J. F. Kennedy, Argentina.
- Henry Aberto Chero Valdivieso, Los Angeles Catholic University of Chimbote, Peru.
- Marisol Cipagauta, University Corporation Minuto de Dios, Colombia.
- Aleska Cordero, National Open University, Caracas, Venezuela.
- Candida Filgueira Arias, CEU San Pablo University, Madrid, Spain.
- Maria José Fueyo Muñiz, Professional Conservatory of Music, Alcalá de Henares, Spain.
- Karim Javier Gherab Martín, Rey Juan Carlos University, Madrid, Spain.
- Sílvia Ester Orrú, University of Brasília, Brazil.
- Delia Manzanero, Universidad Rey Juan Carlos, Madrid, Spain.
- Jesús Paz-Albo, Rey Juan Carlos University, Madrid, Spain.
- Magda Pereira Pinto, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil.
- Miriam Persiani de Santamarina, Campana Kindergarten, Buenos Aires, Argentina.
- Salvador Ponce Ceballos, Autonomous University of Baja California Mexicali, Mexico.
- Antônio Vanderlei dos Santos, Integrated Regional University, Rio Grande do Sul, Brazil.
- Judith Schneider, Campana Child Development Care Center, Buenos Aires, Argentina.
- Nancy Viana Vázquez, University of Puerto Rico in Rio Piedras, Puerto Rico.
- Rosa Virgínia Wanderley Diniz, University of Sorocaba, Brazil.