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About the Issue Author(s): Ingeborg Willke Source: International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education, Vol. 21, No. 3, Education for Children of Migrant Workers / Erziehung für Gastarbeiterkinder / Education pour les Enfants des Travailleurs Migrants (1975), pp. 273-274 Published by: Springer Stable URL: http://www.jstor.org/stable/3443198 . Accessed: 11/06/2014 11:18 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. . Springer is collaborating with JSTOR to digitize, preserve and extend access to International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education. http://www.jstor.org This content downloaded from 188.72.96.185 on Wed, 11 Jun 2014 11:18:15 AM All use subject to JSTOR Terms and Conditions

Education for Children of Migrant Workers / Erziehung für Gastarbeiterkinder / Education pour les Enfants des Travailleurs Migrants || About the Issue

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About the IssueAuthor(s): Ingeborg WillkeSource: International Review of Education / Internationale Zeitschrift fürErziehungswissenschaft / Revue Internationale de l'Education, Vol. 21, No. 3, Education forChildren of Migrant Workers / Erziehung für Gastarbeiterkinder / Education pour lesEnfants des Travailleurs Migrants (1975), pp. 273-274Published by: SpringerStable URL: http://www.jstor.org/stable/3443198 .

Accessed: 11/06/2014 11:18

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].

.

Springer is collaborating with JSTOR to digitize, preserve and extend access to International Review ofEducation / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education.

http://www.jstor.org

This content downloaded from 188.72.96.185 on Wed, 11 Jun 2014 11:18:15 AMAll use subject to JSTOR Terms and Conditions

ABOUT THE ISSUE

The schools in Western European States have acquired a new problem during the last 10-15 years: the children of migrant workers and immi-

grants. The problem emerged at the same time that the interests of Eu- ropean educationalists were absorbed by the American discussion on

equality of opportunity (Coleman report) and the programmes of Head Start and Sesame Street. The discussion about the applicability of the concept of equality to independent programmes developing differently in each European state has only in recent years resulted in pedagogical solutions.

In this issue, concepts and programmes are presented from a widely faceted range of opinions, which shed light on the cultural background of the authors in question. Thus the authors themselves represent a small sector of plurality, which was part of the intentional design of this special number.

Jonas Widgren, a Swedish expert, presents the close interrelation of social-political and economic facts which highlight the difficulty of ap- propriate action on behalf of these children.

From the point of view of an educationalist who knows about the problems of immigrants both in USA and internationally C. Arnold Anderson elucidates the complexity of a pluralistic educational policy. He founds his analysis on the experiences of first generation immigrants in the USA.

The research team of Laycock, Yinger, and Ikeda, of Oberlin College, present a compensatory programme for black students which has alrea- dy run for over 10 years; this contribution should be seen as an opening of the immigrants' discussion into the whole discussion of disadvantaged children.

Then follow country reports; from the viewpoint of Turkey as an ex- ample of a sending country presented by the sociologist Nermin Abadan- Unat; from Switzerland, as an example of an experienced receiver coun- try, which appears particularly interesting because of its multi-lingual structure and the consequent problems of identity, presented by the team of Eugen Egger and Jean-Marie Boillat of the Swiss Documenta- tion Centre; from the UK about the policy and programme of teacher training for a multi-cultural society, by Richard Willey, from the Com- munity Relations Commission; and a current Swedish bilingual experi- ment presented by Ingvar Johannesson, of the University of Lund.

The final article is a comparative study about policy and action with

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274 THE EDITORS

immigrant children in West Germany, Sweden, and the United Kingdom, by Ingeborg Willke.

The bibliography at the end of the issue is in two parts: the first is a selection of the most important articles and books for each country, and the second gives further bibliographical details under key words.

INGEBORG WILLKE

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