Camouflaged or visible : a comparative study in the integration of EU migrant adolescents within the Maltese formal and informal education

Abstract

Integration of EU migrant adolescents in formal and informal education settings is seen as a research gap in Malta. With a current local discourse of ‘dumping’ of these migrants within the Maltese Education System, it is felt that the research area of this thesis is a need, since it addresses the local pitfalls and possibilities for integration. The dichotomy of whether EU migrant students are camouflaged or visible in our education system is explored through interviews with Heads of school, teachers, EU migrant adolescents and informal educators. This comparative study uses a critical theoretical paradigm and a constructivist grounded theory methodology to explore the way and the extent in which these adolescents are integrated in formal and informal education structures, the factors that facilitate or hinder such integration and the perceptions of different stakeholders about integration of EU migrant adolescents. Results show that there are various factors that influence integration; however one has to consider their intersectionality. This is done by not restricting the analysis of the situation to just one factor, but to the mutual influence of all these factors. In fact, age, years of residence, nationality, ethnicity, religion, personality characteristics, migration trajectories, participation in informal and extra-curricular activities at school, friendships and language are not considered as standalone factors but as a set of factors that mutually influence the degree of integration of these adolescents in both education institutions. In addition, the study also shows that there are various strategies used by different stakeholders that helped the integration process. Nevertheless, it was observed that these strategies are not common in all schools, and perceptions about integration are both positive and negative. This is because to date there is no clear policy that guides the integration process or specific guidelines which support educators. This research suggests that there is an urgent need for a national policy about integration; together with more planning, guidance and assistance on a national level and on-going strategies in formal and informal education institutions. Further recommendations include the introduction of an integration officer in each College, pre-schooling integration practice and revised teacher-training at University which equips and trains prospective educators to teach multi-cultural classes.