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This article examines how school staff in two Austrian cities negotiates the intersecting structures of inequality in which 'migrant' pupils are positioned in the context of Austrian education and integration policies. For our analysis, we choose an intersectional approach and conducted in-depth interviews and seven focus groups with school staff. Our results indicate a connection between inclusive forms of intersectionality and a holistic integration approach on the one hand, and a connection between exclusive intersectionality and assimilatory integration approaches on the other. Overall, our results show ambivalences in the framing of intersectionality and integration indicating open-ended negotiations of integration at Austrian schools. [ABSTRACT FROM AUTHOR]

In the article, we discuss the integration measures related to (primarily newly arrived) migrant children in the Slovenian educational system. On one hand, we examine the existing systemic approach (policy and legislation), and on the other, the experiences, observations and opinions of members of the educational community (teachers, principals and school counsellors). We analyse the application of integration policy guidelines in schools' everyday practice. Presented policy guidelines focused on migrant children's integration are well developed and cover most of the key challenges that must be addressed to successfully tackle challenges related to the integration of migrant children. The problem, however, is that guidelines are not binding and financially supported on a permanent basis. These factors contribute to the success of integration in specific school settings. The autonomy of schools regarding the integration guidelines reveals the crucial importance of personal engagement, intercultural awareness and competences of members of the educational communit y. [ABSTRACT FROM AUTHOR]

Based upon the qualitative research among members of the Slovenian educational community, the article discusses the child-centred approach in relation to the education of migrant children in Slovenia with the aim to explore to what extent child-centred perspectives are included in Slovenian educational spheres. The framework for the analysis is Starkey's (2017) three-dimensional understanding of child-centred education that differentiates between agentic, humanist and cognitive dimension. The results show a significant gap between the education policy documents in the field of integration of migrant children and everyday practices in Slovenian schools in r elation to child-centr ed education. [ABSTRACT FROM AUTHOR]

The article examines recent public debates on migration and integration in Austria, Denmark, Poland, Slovenia, Spain, and the UK. Shifts in public opinion relate to the 2015 mass migration termed as a crisis, while recent years have seen a substantial move of immigration policy and public debates from proclamations of democratic values towards a recently much harsher approach to immigration and integration. We argue that a gap exists between public opinion, policies, and discourses formulated at the EU and national levels. This gap might indicate that it is not the public opinion which influences public policies but rather the established legal and policy "crisis" frameworks, coupled with media landscapes that considerably affect the majority's perception of immigrants' rights and their pr ospects for integration. [ABSTRACT FROM AUTHOR]