Transnational Migration and Education – serie

Canada’s history, since its birth as a nation one hundred and fifty years ago, is one of immigration, nation-building, and contested racial and ethnic relations. In Immigration, Racial and Ethnic Studies in 150 Years of Canada: Retrospects and Prospects scholars provide a wide-ranging overview of this history with a core theme being one of enduring racial and ethnic conflict and inequality. The volume is organized around four themes where in each theme selected racial and ethnic issues are examined critically. Part 1 focuses on the history of Canadian immigration and nation-building while Part 2 looks at situating contemporary Canada in terms of the debates in the literature on ethnicity and race. Part 3 revisits specific racial and ethnic studies in Canada and finally in Part 4 a state-of-the-art is provided on immigration and racial and ethnic studies while providing prospects for the future.Contributors are: Victor Armony, David Este, Augie Fleras, Peter R. Grant, Shibao Guo, Abdolmohammad Kazemipur, Anne-Marie Livingstone, Adina Madularea, Ayesha Mian Akram, Nilum Panesar, Yolande Pottie-Sherman, Paul Pritchard, Howard Ramos, Daniel W. Robertson, Vic Satzewich, Morton Weinfeld, Rima Wilkes, Lori Wilkinson, Elke Winter, Nelson Wiseman, Lloyd Wong, and Henry Yu.

Canada’s history, since its birth as a nation one hundred and fifty years ago, is one of immigration, nation-building, and contested racial and ethnic relations. In Immigration, Racial and Ethnic Studies in 150 Years of Canada: Retrospects and Prospects scholars provide a wide-ranging overview of this history with a core theme being one of enduring racial and ethnic conflict and inequality. The volume is organized around four themes where in each theme selected racial and ethnic issues are examined critically. Part 1 focuses on the history of Canadian immigration and nation-building while Part 2 looks at situating contemporary Canada in terms of the debates in the literature on ethnicity and race. Part 3 revisits specific racial and ethnic studies in Canada and finally in Part 4 a state-of-the-art is provided on immigration and racial and ethnic studies while providing prospects for the future.Contributors are: Victor Armony, David Este, Augie Fleras, Peter R. Grant, Shibao Guo, Abdolmohammad Kazemipur, Anne-Marie Livingstone, Adina Madularea, Ayesha Mian Akram, Nilum Panesar, Yolande Pottie-Sherman, Paul Pritchard, Howard Ramos, Daniel W. Robertson, Vic Satzewich, Morton Weinfeld, Rima Wilkes, Lori Wilkinson, Elke Winter, Nelson Wiseman, Lloyd Wong, and Henry Yu.

The Vietnamese diaspora is now a truly global diaspora. This collection, one of the first of its kind, traces the Vietnamese diaspora’s multifaceted roots in late 19th and early 20th century French colonialism, the end of the War in Vietnam, and economic migrations to fellow communist states in the 1970s and 1980s. Out of these migrations, Vietnamese communities have now formed in many of the major immigrant receiving countries around the world.This collection traces the connection between the historically traumatic forms of dispersal from Vietnam and todays transnational Vietnamese communities. It considers questions about how conditions of exit from Vietnam shape Vietnamese diaspora identities and patterns of settlement and economic integration. It also addresses questions of how memory politics shape the ways in which various segments of the Vietnamese diaspora engage with contemporary Vietnam, and shape what is now an intergenerational diaspora. Contributors are: Tamsin Barber, Gisele Bousquet, Tuan Hoang, Gertrude Hüwelmeier, C. N. Le, Nathalie Huynh Chau Nguyen, Vic Satzewich, Ivan Small, Grażyna Szymańska-Matusiewicz and Anna Vu.

Since 2014, the international community has felt overwhelmed by refugees and asylum seekers searching for opportunities in which to rebuild their lives. Indeed, large numbers can result in turmoil and concern in resettlement countries and with national citizens. A climate of fear can result, especially if perpetuated by politicians and media that suggest negative effects resulting from immigration.Caught in the crossfire of social and political disagreements about migration are children, most of whom are not included in decisions to leave their homelands. This edited book examines their academic challenges from the perspective of the six English-speaking refugee resettlement countries. Our hope is not only to compare challenges, but also to describe successes by which teachers and policymakers can consider new approaches to help refugee and asylum-seeking children. Educational Policies and Practices of English-Speaking Refugee Resettlement Countries offers perspectives from established and new scholars examining educational situations for refugees and asylum seekers. The top three resettlement countries are the United States, Canada, and Australia. For its size, New Zealand is also proportionately a country of high resettlement. New to resettlement are the United Kingdom and the Republic of Ireland. Thus, this collection includes wisdom from countries that began resettlement during World War Two as well as newcomers to the process. In 2018, UNHCR numbers of displaced people reached a record high of 68.5 million. Policymakers, teachers, social service providers, and the general public need to understand ways to help resettled refugees become productive members in their new countries of residence.Contributors are: Samantha Arnold, Asih Asikin-Garmager, Melanie Baak, Sally Baker, Zhiyan Basharati, Briana Byers, Merike Darmody, Lucia Dore, Ain A. Grooms, Maria Hayward, Asher Hirsch, Amanda Hiorth, Caroline Lenette, Leslie Ann Locke, Duhita Mahatmya, Jody L. McBrien, Rory Mc Daid, Helen Murphy, Tara Ross, Jan Stewart, and Elizabeth P. Tonogbanua.

Since 2014, the international community has felt overwhelmed by refugees and asylum seekers searching for opportunities in which to rebuild their lives. Indeed, large numbers can result in turmoil and concern in resettlement countries and with national citizens. A climate of fear can result, especially if perpetuated by politicians and media that suggest negative effects resulting from immigration.Caught in the crossfire of social and political disagreements about migration are children, most of whom are not included in decisions to leave their homelands. This edited book examines their academic challenges from the perspective of the six English-speaking refugee resettlement countries. Our hope is not only to compare challenges, but also to describe successes by which teachers and policymakers can consider new approaches to help refugee and asylum-seeking children. Educational Policies and Practices of English-Speaking Refugee Resettlement Countries offers perspectives from established and new scholars examining educational situations for refugees and asylum seekers. The top three resettlement countries are the United States, Canada, and Australia. For its size, New Zealand is also proportionately a country of high resettlement. New to resettlement are the United Kingdom and the Republic of Ireland. Thus, this collection includes wisdom from countries that began resettlement during World War Two as well as newcomers to the process. In 2018, UNHCR numbers of displaced people reached a record high of 68.5 million. Policymakers, teachers, social service providers, and the general public need to understand ways to help resettled refugees become productive members in their new countries of residence.Contributors are: Samantha Arnold, Asih Asikin-Garmager, Melanie Baak, Sally Baker, Zhiyan Basharati, Briana Byers, Merike Darmody, Lucia Dore, Ain A. Grooms, Maria Hayward, Asher Hirsch, Amanda Hiorth, Caroline Lenette, Leslie Ann Locke, Duhita Mahatmya, Jody L. McBrien, Rory Mc Daid, Helen Murphy, Tara Ross, Jan Stewart, and Elizabeth P. Tonogbanua.

The Vietnamese diaspora is now a truly global diaspora. This collection, one of the first of its kind, traces the Vietnamese diaspora’s multifaceted roots in late 19th and early 20th century French colonialism, the end of the War in Vietnam, and economic migrations to fellow communist states in the 1970s and 1980s. Out of these migrations, Vietnamese communities have now formed in many of the major immigrant receiving countries around the world.This collection traces the connection between the historically traumatic forms of dispersal from Vietnam and todays transnational Vietnamese communities. It considers questions about how conditions of exit from Vietnam shape Vietnamese diaspora identities and patterns of settlement and economic integration. It also addresses questions of how memory politics shape the ways in which various segments of the Vietnamese diaspora engage with contemporary Vietnam, and shape what is now an intergenerational diaspora. Contributors are: Tamsin Barber, Gisele Bousquet, Tuan Hoang, Gertrude Hüwelmeier, C. N. Le, Nathalie Huynh Chau Nguyen, Vic Satzewich, Ivan Small, Grażyna Szymańska-Matusiewicz and Anna Vu.

At a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education.In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past.Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.

At a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education.In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past.Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.

This volume grew out of a symposium held at the University of Alberta in March 2021 in commemoration of the 50th anniversary of official multiculturalism in Canada. Scholars gathered online during the Covid-19 pandemic to take stock and reflect on the extent and ways multiculturalism legislation and evolving policy has impacted education. Scholars used varied and contrasting approaches to educational theory to think about multiculturalism and its impacts, including terror management theory, the riddle scale, art theory and pentimenti, transitional justice, intraminority and interminority relations, the null curriculum, and ideas of cultural humility, hope, and cultural comfort, among others.

This volume grew out of a symposium held at the University of Alberta in March 2021 in commemoration of the 50th anniversary of official multiculturalism in Canada. Scholars gathered online during the Covid-19 pandemic to take stock and reflect on the extent and ways multiculturalism legislation and evolving policy has impacted education. Scholars used varied and contrasting approaches to educational theory to think about multiculturalism and its impacts, including terror management theory, the riddle scale, art theory and pentimenti, transitional justice, intraminority and interminority relations, the null curriculum, and ideas of cultural humility, hope, and cultural comfort, among others.

How do international students cope when crises strike at home and abroad simultaneously? Using vivid firsthand accounts from Ukrainian students studying in Kraków during COVID-19 and Russia’s full-scale war on Ukraine, this book investigates the interplay between institutional responses, social support, and individual adaptation strategies. Jan Bazyli Klakla provides fresh qualitative insights into the understudied experiences of student migrants during crisis situations, highlighting practical recommendations for higher education institutions. Essential for scholars, university administrators, and policymakers interested in understanding and supporting international students through challenging times.