Exploring the experiences of ‘non-Maltese’ students in Maltese schools : a comparative analysis

Abstract

The steep increase of immigrants coming into Malta since EU entry has taken Malta by surprise and has become a central political and social issue. With the increase of migration comes the need for increased efforts towards inclusion and equality. Education is considered essential to young people in promoting social and emotional development needs, structure and routine, and can help migrant children and their families to start settling into a new life and become included in the local community. Furthermore, access to education is a basic human right. The Maltese classroom is becoming increasingly diverse with the trend suggesting that they will become ‘progressively more multi-cultural and multilingual over time’. In light of this, this research qualitatively explores and compares how Maltese state and independent secondary schools are catering for the needs of the diverse migrant students in their initial years of Maltese schooling. The study explores the heterogeneity within the migrant student population and how the intersectional mesh of social characteristics such as religion, language and economic capital appear to affect their scholastic experience. The study also comparatively analyses two state and two independent schools, all of which have a high percentage of migrant students. This is done through semi-structured qualitative interviews with migrant students and professionals in all four schools and other professionals in this field. The research adopts a broadly critical, inductive, interpretive approach primarily using Critical Race Theory as a main framework of understanding using qualitative case study interviews placing importance on the subjective experience of individuals. Drawing upon the theory of intersectionality, the research aims to highlight the heterogeneity within the migrant population and the multifaceted realities and experiences. Furthermore, through Bourdieu’s description of capital, and Gramsci’s theory of Cultural Hegemony, it aims to bring to light values and practices from particular dominant groups which come at the expense of other disempowered groups. The study looks into the schools as institutions and the national context they are embedded in whilst including key findings and recommendations.