Section 1

Introduction

 

 "We have some refugees in our school.  I think they're the only two.  And people get really annoyed with them and that.  So like everyone's like taking the mickey out of them and just doesn't like them.  So, we like, most people just walk round getting on their nerves and bullying them".

 

Q: - How does this project help to change people's opinions?

 

A: - "Because at least we can recognise what they've been through, and why they might have moved out of their country to come and live over here, or in a different country".

Pupil from Marlowe Academy Ramsgate involved in Music for Change and Migrant Helpline 'Safe and Sound' project.

 

With reference to refugee and asylum seeker issues, a 2007 report by the DfES declared that 'every child needs an education that is contextualized and relevant to them. Dialogue about who they are in relation to society and what it means to be a citizen should be at the heart of this. How else will pupils be able to take on some of the difficult and controversial issues that are increasingly likely to confront them?' (Dfes, Ajegbo, Kiwan and Sharma, 2007: 19).

 

The Pledge project has been designed by cultural organization Music for Change to support those working with young people to deliver this section of the curriculum.

 

The Pledge project seeks to facilitate critical thinking and reflection about student opinion of refugees, asylum seekers and migrants through the use of creative learning techniques, music and visual and performed arts. Pledge is designed to give students the facts and information that they need to be able to make up their own minds about these emotive issues and control the creative direction of the project.

 

Through projects such as Pledge, Music for Change aims to support schools in mainly white areas that are facing change in the cultural make-up of their communities through inward migration from refugees, asylum seekers and EU migrant workers. This change is inevitable, and this project is dedicated to preparing young people for the world in which they will be living.  By taking part, students will be encouraged to see the world differently, to accept the change and to value diversity. The project will provide them with accurate information to help them to form their own opinions-opinions that are based on fact, not fiction. By learning to accept difference and cultural diversity, students will be able to think about newly arrived communities as people rather than as a problem.

 

The purpose of this web report is to highlight the need for adequate provision of education about these issues, supporting the DfES's vision that 'in five years all schools [will] be actively engaged in nurturing in pupils the skills to participate in an active and inclusive democracy, appreciating and understanding difference'.

 

This web report is also designed to equip those working with young people with knowledge, ideas and resources to enable them to raise awareness of diversity and citizenship and to cultivate an understanding in young people of the issues of asylum seekers and refugees, preparing them to positively contribute to Britain's increasingly multi cultural society.

On this website we include documentation of the 2009/10 Music for Change Pledge project, delivered in conjunction with Shepway Find Your Talent, both as an example of best practise and to highlight the importance of a multi-agency approach in the endeavour to educate today's young people in diversity and citizenship.

Section 2

Identifying the need for Pledge - Asylum Seekers, Refugees and Young People

'Asylum seekers are associated with illegality and deviance and are perceived to be economically motivated' (Finney, 2005).

The above summarization of the British publics' opinion was concluded from the findings of a number of surveys and studies on public opinion about asylum seeker and refugee issues in the UK. 

 

Since the mid-1990s international migration to the UK has increased due to asylum arrivals, sustained work permits and other work visa flows and large scale migration from the new European Union member states since 2004. In Kent alone 12,600 migrants entered in 2006-2007 (Kent County Council, 2007).

 

Despite the steady influx of asylum seekers and refugees to the UK, research shows that there is still 'considerable confusion, ignorance and misinformation about asylum issues. People in general have poor knowledge about asylum and immigration issues and there is a problem of information provision' (Finney, 2005).

 

The negative attitudes held by a proportion of the British public are reflected in some of the statistics from the most recent British Crime Survey (BCS):

• In 2007/8 there were an estimated 207,000 racially motivated incidents in 2007/8. This illustrates an increase of 11% (23,000 incidents) since 2006/7.
• Between 2005-8, twenty-one homicides were recorded as being racially motivated.
• A total of 117,278 searches of people were made under the Terrorism Act 2000 in 2007/08 compared with 37,197 in 2006/07, an increase of 215%.
• Based on the 2007/08 BCS, people from Asian and Black ethnic groups had higher levels of worry about burglary (Asian and Black, both 25%), car crime (Asian, 22%; Black, 27%) and violent crime (Asian, 35%; Black, 32%) than other groups.
• Of all BCS crimes where the victim was White, 1% were thought to be racially motivated, whereas the comparable figure was 10% for BCS crimes where the victim was from a BME group.
• In England and Wales, the police recorded 38,327 racially or religiously aggravated offences in 2007/08. 66% were harassment, 12% less serious wounding, 10% criminal damage, and 11% common assault.
• In total, 2,228 homicides (including victims of the London bombings) were recorded by the police in the three years between 2005/06 and 2007/08. Of these, 73% were White (92%), 11% were Black (2%), 8% were Asian (4%) and 3% were classified as Other (2%). The figures in red show what percentage of the UK population that ethnicity represents.

There is an estimated 50 million refugees worldwide, and although Britain only hosts
3 % of these, a recent MORI (Market & Opinion Research International) poll showed that the British public believes that we host 23%. Furthermore, the DfES states that 'the notion of racial hierarchies has not altogether disappeared and stereotypes still abound in society' (Ajegbo, Kiwan and Sharma, 2007: 6).

 

Furthermore, it has been found that young peoples' opinions are more likely to be negative and misinformed than adults: 'young people with almost no contact with real minority ethnic people believed that they knew a great deal about them: they knew they "took our jobs", they "caused over crowding", they "didn't accept our ways" and they "caused trouble"'(Gaine, 2005:2).

 

In 2002 a report produced by MORI entitled 'Attitudes towards refugees and asylum seekers: a survey of public opinion', the following findings about the attitudes of 15-18 year olds were documented:

• They are more likely to mention war and poverty rather than persecution and torture as reasons that people seek asylum in this country, illustrating a lack of information.
• They imagined that the three most important things to a person seeking asylum in this country to be 'health care', 'work to enable them to provide for their families' and 'education'. This contrasts with the rest of the population who favored 'escaping persecution' and their 'asylum case being treated fairly' as priorities.
• On average, 15-18 year olds thought that the UK hosted 31% of the worlds asylum seekers and refugees, when the correct figure is approximately 3%. This is an overestimation of 28%, compared with the rest of the population who on average overestimated by 20%.
• Compared with the overall population, 15-18 year olds are less likely to say that they would be welcoming to asylum seekers and refugees, furthermore, they would be more likely to say that they would not be interested in asylum seekers and refugees living in their community.

Gain appropriately identifies that the problem for education services is that they are working with 'young people who believe they know a lot, and what they "know" is negative' (Gaine 2005:2), rather than young people who think they don't know anything.

 

Since 2006, Migrant Helpline and Music for Change have received increased demand to attend schools in the South East region and run programmes specifically designed to challenge negative stereotypes that exist within the schools and wider community, to tackle name calling and other potentially racist behaviour, and to encourage cohesion in classrooms that are experiencing high levels of EU Migrant pupil arrivals.  EU migration is widely recognised among schools in Kent as a growing concern for teachers and parents, whilst areas such as Sussex and Surrey continue to experience high numbers of children from refugee and asylum seeking families settling in their communities.  Both sources of inward migration can result in confusion, hostility and misconceptions among host communities if concerns are not properly addressed. 

 

In light of the facts, statistics and research summarized above, good quality provision of education about asylum seekers, refugees and migration is absolutely essential for young people today. See 'Pledge 2009/10' for documentation of a model developed by Music for Change to deliver a programme to educate young people about issues of immigration, asylum seekers and refugees. Also see the 'Outcomes' section for evidence of the impact that this project has had and the 'Tips' section for suggestions of how to use some of the techniques that Music for Change use to deliver a project like this yourself.

Section 3

The Concept and Activity

The concept behind the Pledge project is simple:

• To present the facts about asylum seekers and refugees to young people
• To use creative learning techniques to allow young people to discuss and explore these issues and their opinions
• To facilitate the young people to make pledges about the actions they will take, or changes they want to see in the classroom and in their community, to improve understanding about asylum and migration issues and to promote diversity and social cohesion.
• To explore different creative practices to find a way to communicate or display   the pledges.
• For all participating young people to come together at a celebratory event to share the work that they have done and the pledges that they have created.
• For the practitioners to re-visit the students after the showcasing event to assess the impact that the project and pledges have had on the students, their school and their communities. The outcome of these pledges will inform the project evaluation.

Agencies involved:

Music for Change is a cultural music organization that has over 10 years experience of working through music and performance in a wide variety of educational environments to raise awareness and understanding about diverse cultures. Music for Change co-developed and managed the Pledge project as well as providing artists to work on the project.

 

Shepway Find Your Talent involves young people as beneficiaries, advocates and guides in imagining and making creative change. Working with cultural agencies, schools and youth organisations, Find Your Talent engages children and young people in the Shepway district in cultural activities. Find Your Talent co-developed the Pledge project and provided artists to work on the project.

 

Migrant Helpline works in schools and colleges to build understanding, to help dispel misconceptions and to encourage young people to explore their opinions in a non-judgmental environment. Migrant Helpline trained the artists for the project and ran educational sessions each of the schools we worked in.

 

The pledge project 2009/10 consisted of a KS3 class from four schools working with a pair of practitioners over a series of four workshops.

 

Each class started their project with an additional 'Fact and Fiction' session led by Migrant Helpline, which was also delivered to the practitioners as part of their training to deliver the project. Some of the topics covered in this session, which continued into the rest of the project include:

• Definitions of key terms
• Reasons why people may flee their own country
• Circumstances under which people flee their own country
• The journey people take when fleeing their own country
• Difficulties asylum seekers face when arriving in England, e.g. language barrier, asylum system
• Human Rights

Participating Schools

Harvey Grammar School
Pent Valley Technology College
The Marsh Academy
Highview Special School

 

Practitioners

In order to run project that exemplified the values of collaboration and partnership working and to allow the young people to access a range of creative experiences, each school worked with two different practitioners who work with different art forms. Before the project began in schools, the practitioners attended two training days in order that  they could:

• Share practice and knowledge
• Identifying the key learning outcomes for participants in residencies
• Identifying ways of working together
• Develop joint delivery ideas
• Be given fact based understanding of the themes to equip them for delivery

The practitioners were also encouraged to explore being flexible with their art form, finding links between theirs and their partners, in order to be able to respond to the creative impulses, desires and talents of the young people.

 

Pair 1 - Harvery Grammar School

Alexander D.Great has worked as a professional musician, composer and musical arranger for more than 30 years. He is a Calypso song writer and performer and since February 2000 he has also been Calypsonian-in-Residence for the BBC. A Music for Change practitioner

Matt Rowe is a 3-D visual artist from Folkestone. A Shepway Find Your Talent practitioner.

 

Pair 2 - Pent Valley Technology College

Téa Hodzic (from Sarajevo, Bosnia) is a singer, guitarist and songwriter, specializing in Southern European music, as well as a committed educator. A Music for Change practitioner.

Patsy Burrows is a Folkestone based textile artist who specializes in creating clothing and costumes. A Shepway Find Your Talent practitioner.

 

Pair 3 - The Marsh Acadmey

Kev and Dan are a duo of musicians that run 'a song in a day' workshops in schools, working with young people to compose their own songs. Music for Change practitioners

Nicholette Goff is a 2-D visual artist that takes her inspiration from nature, using natural materials. A Shepway Find Your Talent practitioner.

 

Pair 4 - Highview Special School

H Patten  is a dancer, percussionist, choreographer, filmmaker, visual artist, storyteller and performer, whose art form originates from West Africa and the Carribean. A Music for Change practitioner.

 

Dan Evans is a dancer and choreographer that specializes in contemporary dance. He is also experienced in running dance workshops. A Find Your Talent practitioner.

 

Our approach

The approach that was taken in this project was one of exploration and discussion. This project aimed to value the process of learning, discovery and creative expression over the production of an end project.

 

The practitioners were encouraged to forget their personal art forms when working with the young people and to be open to the creative direction in which they wanted to go. This was further helped by the practitioners working in pairs as it opened up another avenue of creative exploration by finding links between two seemingly separate art forms.

 

It was important that the project started off with an educational session from Migrant Helpline, who are experts in working with young people on the issues of asylum seekers and refugees. In order to enter into a debate, explore their views and opinions and make informed pledges, the young people needed to be armed with the facts, rather than simply what they had assumed or heard from the media, their peers and their family.

 

Due to the first session being conducted by Migrant Helpline, the subsequent four workshops led by the practitioners were open platforms from which to explore these issues and work creatively.

 

The project was consciously process-based and client-led, meaning that the practitioners would respond to the participants and their creativity, ideas, needs and wishes. The project was interested in the participant's journey through the project, so that deeper learning and engagement could take place. The project was interested in the participants generating ideas and participating in active discovery rather than rushing them through a prescribed creative process in order to make a finished product at the end.

 

It was, however, important that there was something for the young people to work towards, a goal to achieve and a pay-off for their efforts. Therefore an important part of the process was every school involved coming together for the showcasing event that took place at the Quarterhouse in Folkestone. Holding the event in a new, performance venue and the value (but not pressure) that was placed on the event was important in order to cultivate a sense of purpose throughout the project. It added value to the pledges that the young people were going to make and encouraged the young people to take ownership over them as they were going to make them in front of an audience of witnesses. Additionally the event enables the participants to feel that they are part of a project that is bigger than just them, that they are part of something important, something significant.

 

The final, yet integral part of the project was an evaluation session run in the schools by the practitioners and an independent evaluator. This took place a month after the showcasing event and was designed to find out what impact the project had had on the young people and whether they had kept their pledges. It was important to leave an appropriate amount of time between the showcasing event and the evaluation session in order for the learning to be processed by the participants and to allow them space to assess whether the pledges had had any long term impact.

 

The Workshops

Harvey Grammar School

Taking inspiration from the monsters and beasts that were depicted in the margins of medieval manuscripts, the pupils at Harvey Grammar School  explored what they considered to be the marginal areas of Folkestone and who inhabited them. They identified 'go' and 'no-go' areas in Folkestone-places where they felt they belonged and didn't belong.

They then formulated a Pledge which they was composed into a song. They also created a medieval manuscript of their Pledge, which was decorated with monsters and beasts that they had designed.

 

Pent Valley Technology College

The students at Pent Valley Technology College started by each randomly selecting an area of the world about which they were going to work for the rest of the project. They designed and made traditional costumes from these countries as well as learning some traditional eastern European songs. They created their pledge which they turned into a song.

 

Marsh Academy

At the Marsh Academy, the students lived out a scenario in which the local council was demanding that half the population of Romney Marsh were to be deported. The students had to decide how to decide who should go and who should stay. Some of the students acted as reporters, documenting and commenting on the situation as it unfolded through devised scenes. The students also learnt about the history of migration through mnemonics, and created their own to help them remember it and teach it to others.

 

Highview School

At Highview School the pupils explored the emotions associated with issues surrounding migration, such as sadness at leaving home and fear at arriving in a new country. They used movement and dance to devise a way to express this journey of emotions. They also worked on storytelling of traditional tales that celebrate difference as well as learning some new drumming skills.

 

Showcasing Event

The showcasing event held at the Quarterhouse was attended by the practitioners and students from the Harvey Grammar School, Pent Valley Technology College and The Marsh Academy. Hosted by Kev and Dan, the event began with some short films entitled 'Home to Home', made by young unaccompanied asylum seekers in Canterbury (see Resources for a link to the videos on youtube). Then followed presentations of the pledges created by the pupils and the work they had done throughout the process.

 

Harvey Grammar School presented a power point presentation depicting the process they had undergone throughout the project and showed their pledge in the form of medieval manuscript. They also sang a song they had written about their pledge with Alex.

 

Pent Valley Technology College were dressed in their traditional European costumes and explained where they were from and how they made them. They also sung some traditional eastern southern European songs as well as an original composition which was their pledge.

 

The Marsh Academy performed a drama that they had created about the fictional scenario about half the population of Romney Marsh being deported. The drama included stricken citizens and roaming reporters. They also delivered a presentation of the history of migration which was depicted in mnemonics.

 

Highview Special School sadly could not make the showcasing event and so their practitioners H and Dan led the audience through a number of exercises that they had done during their process, including facial emotions and dance. H also told a traditional story which had been used at Highview school.

 

In addition, two practitioners also shared/performed their own pledges. The event ended with a reception, during which the young people participated in an activity which required them to talk to and find out about people who were different to them and from different schools.

Section 4a Pictures

 

 

Section 4b - Examples

 

Harvey Grammar School

Pledge created by Harvey Grammar School:

This is the Pledge I make today,
When darkness nears,
I promise to not run away,
Turn and face my fears,
I will travel to new places,
Meeting rich and poor,
Different people, different faces,
Darkness is no more.
Sometimes you can feel excluded,
In a place that you don't know
People think you are deluded
Everywhere you never go.

 

Song created by students from the Harvey Grammar School:

Chorus:
This is the Pledge I make today,
When darkness nears,
I promise to not run away,
Turn and face my fears,
I will travel to new places,
Meeting rich and poor,
Different people, different faces,
Darkness is no more.

Being first to go somewhere
Can be pretty scaring,
Neil Armstrong and Captain Cook
They were pretty daring,
Going into the unknown,
Places undiscovered.
Facing dangers all alone,
All your fears uncovered.

Chorus

Sometimes you can feel excluded,
In a place that you don't know,
People think you are deluded,
Everywhere you never go.
Life can make you feel quite sad,
In a great big city,
Even when you're feeling glad,
Your eyes are filled with pity.

Chorus

From no-where comes a basilisk,
Hunting food to eat.
In its movement sly and brisk,
The stench of rotten meat.
Misunderstanding is the fear,
Not knowing why its there,
The beasts not knowingly appear,
From the hidden lair.

Chorus

 

 

Students completing a Migrant Helpline activity: deciding which 5 items they would take when fleeing their home

 

 

 

 

 

 

 

Students holding up their Pledge which they had created in the style of a medieval manuscript.

 

 

 

 

 

 

Students from Harvey Grammar School singing their pledge at the showcasing event

 

 

 

 

 

 

 

Pent Valley

 

 

Students in their traditional costumes

 

 

 

 

 

 

Students in their traditional costumes

 

 

 

 

 

 

 

 

 

Students singing traditional southern eastern European songs at the showcasing event

 

 

 

 

 

Students and artist Tea performing

 

 

 

 

 

 

 

The Marsh Academy

Students from the Marsh Academy getting into character and devising their drama

 

 

 

 

 

 

 

 

A Mnemonic to symbolize the current war in the Iraq

 

 

 

 

 

 

 

The beginning of the drama performed by students from The Marsh Academy

 

 

 

 

 

 

 

A reporter commenting on the 'events' happening in Romney Marsh

 

 

 

 

 

 

 

A protest supporting the deportation of the natives of Romney Marsh

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Highview Special School

Students at the showcasing event taking part in the emotions exercise used by H and Dan at Highview Special School

 

 

 

 

 

 

Students learning a dance which tells a traditional story (this dance move is a parrot)!

 

 

 

 

 

 

 

H and Dan demonstrating a 'tortoise' dance move

 

 

 

 

 

 

 

Everyone joining in the dancing!

 

 

 

 

 

 

 

Section 5

Outcomes

An independent evaluator attended workshops in each of the schools, the showcasing event and reflection sessions. The evaluation process involved questionnaires, interviews and activities to gather qualitative and quantitative data, which are summarized below.

 

Statistics

• 98% of the young people enjoyed taking part in the project.
• For 71% of the participants, the project was a new experience for them. 
• 88% of the participants stated that they were able to contribute their own ideas throughout the project.
• 71% of the participants said that they had learnt new skills.

Attitudes

During the reflection of the project, the young people gave the following responses to what they had learnt about refugees, asylum seekers and migrants:

• they are people who look for protection
• they need to be respected
• they are not all illegal
• they had learnt about how they feel
• they had learnt what the words mean
• that they are not bad like the media says 

Pledges and their impact

The pledges created during the project included:

• to work harder for my future
• to be brave
• to travel to new places
• to be brave and understanding
• to face my fears
• to accept
• to respect people who come from a different country or England
• to respect all people'. 

When asked if their pledge made the young people feel differently about their community, responses included:

• everyone is the same
• to make a difference... it makes me think
• I feel I can go to more places now
• I can relate to them
• to respect immigrants

Outcome

Overall, Pledge increased awareness amongst the young people and teachers who took part in the project of the issues surrounding asylum and migration, whilst also providing the opportunity for the young people to talk about issues in a creative space and to gain new skills and experiences. 

Section 6

Tips for Best Practice - Advice for teachers wanting to run their own Pledge Project:

• Beginning the project with a 'fact or fiction' session about refugees and asylum seekers is a great way to provide a foundation of knowledge which the young people can use throughout the rest of the project. It means that they are able to formulate ideas and opinions based on the facts, rather than what they think they know. Please see 'Facts' and 'resources' pages for ideas and information.
• As the facilitator of the project, it is important to allow an honest debate to take place. If you have already provided the young people with the facts, it is productive to allow them to be free to use this information to make informed decisions about their own attitudes and opinions.
• Teaming the process of learning about asylum issues with a creative process enables the young people to engage with what they are learning about more fully. Rather than the project appearing purely academic, the creative process enables an organic exploration of the subject matter, through having a creative purpose.
• Encourage the young people to create pledges that are 'do-able', rather than wild unachievable ones. Successfully realized pledges will then lead to the empowerment of young people to implement positive change in their communities.
• Don't be pressured by having to produce an amazing artistic product at the end of the project, a deep and involved journey is more important.
• A multi-agency approach is very effective as utilising the expertise of other organisations will enhance the quality and effectiveness of the delivery. It will also illustrate that what the young people are learning about has implications outside of their class rooms as other people are working in the field of asylum seeker issues and therefore their work has a wider application and purpose.
• As the person delivering the project it is important to be armed with as much information and resources as possible: newspaper clippings (see resources page for a slideshow of clippings), real life testimonies from refugees, facts, relevant examples from your area, related films/television programmes/novels.
• Having an occasion at the end of the project for pupils to show their work and their journey over the project is important. It gives the project a drive and a purpose and also shows that their work and pledges are considered valuable.
• Evaluation is an essential part of the project. Evaluating the journey and whether the pledges have been fulfilled with the young people enables both them and the person delivering the project to assess what impact it has had, whether attitudes and behaviour have changed and what the successes and learning points are, which can be taken forward in the future.

Section 7

Definitions and Facts

The following facts, definitions and quotes are taken from 'Mobiles, money and mayhem: the facts and fibs about asylum', a publication by Refugee Action:

• There is an estimated 50 million refugees world wide
• Quote from a Kurdish Asylum Seeker: 'It has not been easy here. Children on the estate throw stones at us, smash our windows and call us names. I am afraid to go out and I keep my children in the house'
• When asylum seekers arrive in this country they may be sent to detention centres or get refused any help from the Home Office. Those that do get help are given government housing (thy don't get to choose where) or put into induction centres and might get moved about all over the place throughout the asylum process.
• A British person over 25 gets income support of £57.45 per week, however an Asylum seeker gets £40.22 per week-with which they have to provide for any dependents they have.
• Asylum seekers are not allowed to work
• Countries people flee from include Iran, Somalia, Eritrea, China, Pakistan, Afghanistan, Iraq, Zimbabwe, Democratic Republic of Congo and Nigeria.
• Only 7.9% of the UK population is from a non-white ethnic group, which is made up of 4% asian, 2% black, 2% other and 0.1% supported asylum seekers
• Quote from an asylum seeker from the Democratic Republic of Congo: 'Before the war, we lived a normal, happy life in the Congo. I studied medicine at university. Trouble broke out in 1998. We were seen as suspicious because my mother was half Rwandese and the Rwandans were involved in the war. One day the rebels rounded up all the students and told us to join them. We refused but they came to look for me at home. I was scared of being raped or killed so I went to Goma, thinking it would be peaceful, but it was worse. I started to walk to Uganda and escaped when fighting broke out. I was lucky but people are still in danger'.
• 91% of the population of England and Wales were born in the UK.
• In 2005 0.49% of the UK population were refugees
• There is a higher proportion of skills and qualifications amongst asylum seekers and refugees than amongst the UK population
• The UK hosts only 3% of the world's refugees and asylum seekers, placing us as 6th in the world.

An Asylum Seeker is someone who:

• flees their homeland
• arrives in another country
• makes themselves known to the authorities
• exercises their legal right to apply for asylum

A Refugee is someone who:

• has proved that they would face persecution back home
• has had a successful asylum application
• is allowed to stay in that country after the authorities say 'yes you can stay here'

A Refused Asylum Seeker is someone who:

• hasn't proven that they would face persecution back home
• has had their application turned down
• is told to leave the country after the authorities say 'no you cant stay here'

An Illegal Immigrant is someone who:

• has arrived in a new country
• has either not made themselves known to the authorities OR has stayed in the country longer than they were authorized to
• has no legal permission to be there
• is going to get into real big trouble when they're found out

An Economic Migrant is someone who:

• has moved to another country to work
• could be anyone from a Polish builder to an African nurse
  
• strengthens the workforce
• could be illegal or legally resident, depending on how they entered the country
• might have a legal work permit or may be working illegally

Section 8

Resources

• Ajegbo, Kiwan and Sharma, 2007, Curriculum review: diversity and citizenship, DfES, Nottingham
• Corrado and O'Dell, May 2002, Attitudes towards refugees and asylum seekers: a survey of public opinion, published by MORI
• Finney, 2005, Key Issues: Public Opinion on asylum and refugee issues, ICAR: http://www.icar.org.uk/
• Gaine, C, 2005, We're all white, thanks. The persisting myth about 'white' schools, Trentham Print Design
• Kent County Council, 2007, Migrant Workers in Kent 2002/03 to 2006/07 - Briefing Paper ECN01/07: http://www.kent.gov.uk/NR/rdonlyres/9DD44685-E1BA-486D-B00E-48D6D3219C8E/11579/ecn0107migrantworkersbriefing.pdf
• Lemas and Crone, 2005, The search for tolerance: Challenging and changing racist attitudes and behaviour among young people, published by the Joseph Rowntree Foundation: http://www.jrf.org.uk/knowledge/findings/socialpolicy/0135.aspH
• Ministry of Justice, April 2009, Statistics on race and the criminal justice system 2002/8,
• http://www.refugeecouncil.org.uk
• www.migranthelpline.org.uk
• www.musicforchange.org
• http://www.unhcr.org