The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.

Diversity and Inclusion in the Classroom: Young Immigrants’ Perspectives in France and England1

Diversity and Inclusion in the Classroom: Young Immigrants’ Perspectives in France and England1

Diversity and inclusion in the classroom: young immigrants' perspectives in France and England
Oakleigh Welply


This chapter examines mechanisms of inclusion and exclusion in relation to language, religion and culture for young immigrants in France and England. Debates around diversity and immigration in the UK and France over the past few years have pointed to the challenges faced by Western democratic societies with regard to the integration of increasingly diverse populations (Joppke, 2017). In a context of ‘multicultural backlash’ (Vertovec & Wessendorf, 2009), both countries currently face a similar new set of challenges: an increase in anti-immigration and xenophobic attitudes nationally and locally and a marked shift towards more ...

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