Advisory Board of the Meta-Project “Integration through Education”
Members of the Advisory Board
Mostapha Boukllouâ
Mostapha Boukllouâ knows the German education system from the perspective of a child with an international family background, for whom this system was not automatically easy to navigate. He heads the Integration through Education Unit at the Ministry of Schools and Education of North Rhine-Westphalia. Previously, his roles included serving as regional coordinator for the ‘Teachers with a Migration Background’ project and as managing director of the START Foundation. He studied German, History and French to become a teacher for lower and upper secondary schools and completed an Executive Master of Public Administration at the Hertie School of Governance. He brings both to the advisory board: the professional perspective of education policy management and the personal perspective of someone who has not only administered the system but also experienced it first-hand.
Mostapha Boukllouâ
Rocío García Carrión
Prof. Dr. Rocío García Carrión is an educational scientist at the University of Deusto in Bilbao, Spain. She earned her doctorate at the University of Barcelona on the topic of dialogic learning and family involvement in schools as learning communities. She was also a Marie Curie Fellow at the University of Cambridge and a visiting scholar at Harvard University. Her research interests focus on the design of dialogic and interactive learning environments. Particular emphasis is placed on the inclusion of marginalized groups as well as the involvement of families and the community in educational processes. She led the EU-funded SCIREARLY project, which involved ten European countries. It focuses on evidence-based strategies and practices to improve academic performance and reduce early school leaving, particularly among young people in disadvantaged circumstances. She is also involved in the EU-funded IMPROVA project, which focuses on the mental health of young people in the education sector.
Prof. Dr. Rocío García Carrión
Liesel Ebersöhn
Prof. Dr. Liesel Ebersöhn is Director of the Center for the Study of Resilience and full professor of educational psychology at the University of Pretoria in South Africa. She holds degrees in primary education, career- and educational psychology. Her work focuses on research into the social dimensions of resilience — that is, socio-ecological adaptation in response to disruption. From empirical studies in sub-Saharan Africa, she developed the “Relationship-Resourced Resilience” theory. She identified social support strategies employed in communities chronically living with poverty and crises, which help ensure that, even under extremely adverse conditions, available resources are mobilized to support favourable outcomes for many in education, health, and well-being. To generate this grounded theory, expand on this foundation and transfer this knowledge, she conducts co-constructive research with systemic partners in rural and urban regions of Southern Africa. Local, regional and global partners transfer this knowledge into education and social strategies to support people in distress – especially in circumstances with limited structural support.
Prof. Dr. Liesel Ebersöhn
Louis Henrik Seukwa
Prof. Dr. Louis Henri Seukwa is an Education Researcher at the Faculty for Social Work and Child Pedagogy, University of Applied Sciences Hamburg. He heads the Centre for Migration Research and Integration Practices and serves as the university’s executive board representative for migration-related higher education development. His research focuses on educational migration studies, intercultural education research, resilience research, and education in the context of displacement and asylum. Since completing his PhD, he has focused in particular on the question of how people who face considerable hardships nevertheless manage to acquire an education – often without the support of conventional educational institutions. In his doctoral thesis, he explored this question using the educational biographies of young refugees as a case study. The common thread running through his diverse work is to demonstrate how, despite the most adverse living conditions, young people manage to realise their individual potential, develop coping strategies and acquire skills. He refers to the prerequisite for this as the ‘habitus of the art of survival’. Currently, his work focuses on the migration-related transformation process at universities, based on systemic shifts that highlight the integration of students with a migrant background.
Prof. Dr. Louis Henri Seukwa
Ingrid Piller
Prof. Dr. Ingrid Piller is Alexander von Humboldt Professor for “Linguistic Diversity and Social Participation across the Lifespan” at the Faculty of Education, University of Hamburg and Distinguished Professor of Applied Linguistics at Macquarie University in Sydney. In Hamburg, she heads the research center “Literacy in Diversity Settings (LiDS) – Language and Education in the 21st Century.” Her research focusses on the social consequences of multilingualism and intercultural communication in the context of migration and globalization. www.languageonthemove.org
Sponsors
The project “Meta-project Migration, Integration, and Participation in Education” is funded by the Federal Ministry of Education, Family, Seniors, Women, and Youth and the European Union through the European Social Fund Plus (ESF Plus) as part of the “Integration through Education” program.
