Madeleine Arnot is Professor of Sociology of Education, and a Fellow of Jesus College, at Cambridge University, UK. She is a Fellow of the Academy of Social Sciences; co-founder of the Cambridge Migration Research Network; and co-author of Education, Asylum and the Non-Citizen Child: the politics of compassion and belonging (with Halleli Pinson and Mano Candappa, 2010), which draws upon moral philosophy to explore government and local responses and refugee/asylum-seeking children’s school experiences in the UK. Her recent research focuses on language development and social integration of Eastern European children in the UK and on the tense relationships between moralities and mobilities.Claudia Schneider is Principal Lecturer in Social Policy at Anglia Ruskin University, Cambridge, UK. She has researched a wide range of migration areas including German asylum policy, the migration of European citizens from Eastern Europe, and international migration in higher education. She has led a number of externally funded projects on Eastern European migration and is currently co-convening a Bell Foundation-funded project with Cambridge University on the social, linguistic, and educational needs of pupils who have English as an additional language. Her recent research applies theories of transnationalisation and the role of communication systems to education and migration studies.Oakleigh Welply is a Lecturer in the School of Education at Durham University, UK. Her research adopts a cross-national perspective in order to investigate the experiences and identities of immigrant-background children in primary schools in France and England. She has a particular interest in developing cross-national research and methodologies to conduct research with diverse communities in European countries, and to explore the relationship of education to issues of language, religion, immigration, and citizenship. Using the work of Paul Ricoeur and Pierre Bourdieu, she investigates the notion of ‘Otherness’ in young people’s school experience and how it shapes identity in multicultural classrooms.

• Introduction – Education, mobilities and migration: people, ideas and resources 1. ‘We’re not going to suffer like this in the mud’: educational aspirations, social mobility and independent child migration among populations living in poverty 2. Does mobility have to mean being hard to reach? Mobile pastoralists and education’s ‘terms of inclusion’ 3. Combining identity and integration: comparative analysis of schools for two minority groups in Ukraine 4. The contribution of the diaspora to the reconstruction of education in South Sudan: the challenge of being involved from a distance 5. Negotiating differences: cosmopolitan experiences of international doctoral students 6. ‘Selective cosmpolitans’: tutors’ and students’ experience of offshore higher education in Dubai

Madeleine Arnot is Professor of Sociology of Education, and a Fellow of Jesus College, at Cambridge University, UK. She is a Fellow of the Academy of Social Sciences; co-founder of the Cambridge Migration Research Network; and co-author of Education, Asylum and the Non-Citizen Child: the politics of compassion and belonging (with Halleli Pinson and Mano Candappa, 2010), which draws upon moral philosophy to explore government and local responses and refugee/asylum-seeking children’s school experiences in the UK. Her recent research focuses on language development and social integration of Eastern European children in the UK and on the tense relationships between moralities and mobilities.Claudia Schneider is Principal Lecturer in Social Policy at Anglia Ruskin University, Cambridge, UK. She has researched a wide range of migration areas including German asylum policy, the migration of European citizens from Eastern Europe, and international migration in higher education. She has led a number of externally funded projects on Eastern European migration and is currently co-convening a Bell Foundation-funded project with Cambridge University on the social, linguistic, and educational needs of pupils who have English as an additional language. Her recent research applies theories of transnationalisation and the role of communication systems to education and migration studies.Oakleigh Welply is a Lecturer in the School of Education at Durham University, UK. Her research adopts a cross-national perspective in order to investigate the experiences and identities of immigrant-background children in primary schools in France and England. She has a particular interest in developing cross-national research and methodologies to conduct research with diverse communities in European countries, and to explore the relationship of education to issues of language, religion, immigration, and citizenship. Using the work of Paul Ricoeur and Pierre Bourdieu, she investigates the notion of ‘Otherness’ in young people’s school experience and how it shapes identity in multicultural classrooms.

• Introduction – Education, mobilities and migration: people, ideas and resources 1. ‘We’re not going to suffer like this in the mud’: educational aspirations, social mobility and independent child migration among populations living in poverty 2. Does mobility have to mean being hard to reach? Mobile pastoralists and education’s ‘terms of inclusion’ 3. Combining identity and integration: comparative analysis of schools for two minority groups in Ukraine 4. The contribution of the diaspora to the reconstruction of education in South Sudan: the challenge of being involved from a distance 5. Negotiating differences: cosmopolitan experiences of international doctoral students 6. ‘Selective cosmpolitans’: tutors’ and students’ experience of offshore higher education in Dubai

Madeleine Arnot is Professor of Sociology of Education, and a Fellow of Jesus College, at Cambridge University, UK. She is a Fellow of the Academy of Social Sciences; co-founder of the Cambridge Migration Research Network; and co-author of Education, Asylum and the Non-Citizen Child: the politics of compassion and belonging (with Halleli Pinson and Mano Candappa, 2010), which draws upon moral philosophy to explore government and local responses and refugee/asylum-seeking children’s school experiences in the UK. Her recent research focuses on language development and social integration of Eastern European children in the UK and on the tense relationships between moralities and mobilities.Claudia Schneider is Principal Lecturer in Social Policy at Anglia Ruskin University, Cambridge, UK. She has researched a wide range of migration areas including German asylum policy, the migration of European citizens from Eastern Europe, and international migration in higher education. She has led a number of externally funded projects on Eastern European migration and is currently co-convening a Bell Foundation-funded project with Cambridge University on the social, linguistic, and educational needs of pupils who have English as an additional language. Her recent research applies theories of transnationalisation and the role of communication systems to education and migration studies.Oakleigh Welply is a Lecturer in the School of Education at Durham University, UK. Her research adopts a cross-national perspective in order to investigate the experiences and identities of immigrant-background children in primary schools in France and England. She has a particular interest in developing cross-national research and methodologies to conduct research with diverse communities in European countries, and to explore the relationship of education to issues of language, religion, immigration, and citizenship. Using the work of Paul Ricoeur and Pierre Bourdieu, she investigates the notion of ‘Otherness’ in young people’s school experience and how it shapes identity in multicultural classrooms.

• Introduction – Education, mobilities and migration: people, ideas and resources 1. ‘We’re not going to suffer like this in the mud’: educational aspirations, social mobility and independent child migration among populations living in poverty 2. Does mobility have to mean being hard to reach? Mobile pastoralists and education’s ‘terms of inclusion’ 3. Combining identity and integration: comparative analysis of schools for two minority groups in Ukraine 4. The contribution of the diaspora to the reconstruction of education in South Sudan: the challenge of being involved from a distance 5. Negotiating differences: cosmopolitan experiences of international doctoral students 6. ‘Selective cosmpolitans’: tutors’ and students’ experience of offshore higher education in Dubai