Scientific Publications The whole child approach in the context of joint activities with children from a migration background (Research report) Edukacja Międzykulturowa, nr. 1 (14) (2021), pp. 207-216. (Jakub Kościółek) MiCREATE Project. Migrant children and communities in a transforming Europe (Proyecto MiCreate. Infancia y comunidades migrantes en una Europa en transformación), Culture and Education (2021). (Pablo Rivera-Vargas, Raquel Miño-Puigcercós, Paula Estalayo-Bielsa & Paula Lozano-Mulet) Contemporary political and media discourses on immigrants: a review of discourse analytical research in Spain MIGRACIONES 52 (2021), pp. 31-57. (MigueL Stuardo Concha, Sandra Soler Campo and Marina Riera Retamero) The challenge of social inclusion, beyond school: Tensions and deficiencies in the integration policies of migrant girls and boys in Spain. Archivos Analíticos de Políticas Educativas (2021), 29(67). (Paula Estalayo Bielsa, Raquel Miño-Puigcercós, Laura Malinverni and Pablo Rivera-Vargas) Migrant Children’s Integration and Education in Europe. Approaches, Methodologies and Policies Published by Ediciones Octaedro SL Bailén, Barcelona (Edited by Mateja Sedmak Fernando Hernández-Hernández, Juana M. Sancho-Gil and Barbara Gornik) Los métodos artísticos como desencadenantes de subjetividades en tránsito de la infancia migrante un estudio en escuelas públicas de Barcelona Antípoda. Revista de Antropología y Arqueología (2021), 43, pp. 167-192 (Marina Riera-Retamero, Fernando Hernández-Hernández, Silvia De Riba-Mayoral, Paula Lozano- Mulet y Paula Estalayo-Bielsa) Distance Learning in The Time of The COVID-19 Pandemic And The Reproduction of Social Inequality in The Case of Migrant Children Družboslovne razprave, XXXVI (2020), 94–95, pp 149–168 (Barbara Gornik, Lucija Dežan, Mateja Sedmak and Zorana Medarić) A Paradigm Shift Framed by a Crisis: Recent Debates on Immigration and Integrationi Six EU Countries ANNALES: Series Historia et Sociologia, 30, 2020, 4, pp. 517-530. (Vlasta Jalušič and Veronika Bajt) The Principles of Child-Centred Migrant Integration Policy: Conclusions from the Literature ANNALES: Series Historia et Sociologia, 30, 2020, 4, pp. 531-542. (Barbara Gornik) Migrant Children and Child-Centredness: Experiences from Slovenian Schools ANNALES: Series Historia et Sociologia, 30, 2020, 4, pp. 543-558. (Zorana Medarić) Policy and Practice: the Integration of (Newly Arrived) Migrant Children in Slovenian Schools ANNALES: Series Historia et Sociologia, 30, 2020, 4, pp. 559-574. (Lucija Dežan and Mateja Sedmak) Key Incidents in Child-Centred Migration Research: Exploring Methodological and Epistemological Implications of Child–Researcher Interaction ANNALES: Series Historia et Sociologia, 30, 2020, 4, pp. 575-586. (Søren Sindberg Jensen and Peter Hobel) Intersectional Contestations – the Meanings of Integration of ‘Migrant’ Pupils in Austrian Schools ANNALES: Series Historia et Sociologia, 30, 2020, 4, pp. 587-600. (Alev Cakir, Stella Wolter, Mira Liepold and Birgit Sauer) Children with Migration Backgrounds in Polish Schools – Problems and Challenges ANNALES: Series Historia et Sociologia, 30, 2020, 4, pp. 601-612. (Jakub Kościółek) Education Outside the Mainstream: Valuing Cultural Heritage through Alternative Resources for the Integration of Migrant Children in the UK ANNALES: Series Historia et Sociologia, 30, 2020, 4, pp. 613-628. (Cosmin Popan, Shoba Arun and Gavin Bailey) Integration Policies of Migrant Children in Catalonia: Challenges and Opportunities for Change ANNALES: Series Historia et Sociologia, 30, 2020, 4, pp. 629-642. (Judit Onsès-Segarra and Paula Estalayo-Bielsa) Educational Strategies to Promote Intercultural Inclusion at a Public ANNALES: Series Historia et Sociologia, 30, 2020, 4, pp. 643-656. (Sofía Ocampo-Torrejón, Pablo Riveras-Vargas and Fernando Hernández-Hernández)
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