Our Agenda
1. Conceptual Priorities
Effective public policy depends on a clear understanding of the concepts that underpin practice.
Interpretations of inclusion vary widely across educators, policymakers, researchers, and migrant communities. CAMINA supports research that examines these differences and builds shared understandings to support coherent action.
Migration is diverse. Beyond gender, ethnicity, and socioeconomic status, we encourage research that examines migratory status, such as unaccompanied children, returnees, or circular migrants, as central to educational experiences, while advancing equity within school communities.
Often cited as a promising approach, intercultural education has its roots in Indigenous education debates. CAMINA critically examines its application in migrant contexts, drawing lessons from past experiences while avoiding harm or political tensions that could undermine Indigenous rights.
2. Thematic Priorities
Alongside conceptual work, CAMINA focuses on four priority areas for action and research.
We document and analyze existing initiatives, from transitional learning programs and community, school partnerships to arts‑based pedagogies, psychological support, and peer mentoring. By systematizing these experiences, we support reflection, shared learning, and the transfer of lessons across contexts, helping strengthen broader inclusion strategies.
CAMINA focuses on research that strengthens professional development for teachers and school leaders, with attention to inclusive pedagogy, mental health, socio‑emotional support, and intercultural education. By learning from educators’ experiences, we identify what they need to drive meaningful change across diverse contexts.
CAMINA advances longitudinal research that tracks migrant students over time, allowing for a nuanced understanding of the diverse experiences and trajectories of migrant and refugee learners. This approach captures academic outcomes, as well as dimensions of well-being, belonging, identity formation, and transitions beyond schooling.
We focus on research that examines how different forms of governance can support inclusive education for migrant and refugee students. This includes studying cross‑sectoral coordination, partnerships between government and non-government actors, and participatory governance models that center migrant and refugee voices. We also analyze regulatory barriers, such as certification, enrolment, and assessment practices, to inform regional cooperation and protect learning continuity across borders.