This book brings together high-quality international research which examines how migration and borders are experienced in education. It presents new conceptualisations of education as a ‘border regime’, demonstrating the need for closer attention to ‘border thinking’, and diasporic and transnational analyses in education. We live in a time in which borders – material and political – are being reasserted with profound social consequences. Both the containment and global movement of people dominate political concerns and inevitably impact educational systems and practices. Providing a global outlook, the chapters in this book present in-depth sociological analyses of the ways in which borders are constituted and reconstituted through educational practice from a diverse range of national contexts. Key issues taken up by authors include: immigration status and educational inequalities; educational inclusion and internal migration; ‘curricula nationalism’ and global citizenship; education and labour; the educational experiences of refugees and the politics of refugee education; student migration and adult education; and nationalism, colonialism and racialization. This book was originally published as a special issue of International Studies in Sociology of Education.

This book brings together high-quality international research which examines how migration and borders are experienced in education. It presents new conceptualisations of education as a 'border regime', demonstrating the need for closer attention to 'border thinking', and diasporic and transnational analyses in education. We live in a time in which borders - material and political - are being reasserted with profound social consequences. Both the containment and global movement of people dominate political concerns and inevitably impact educational systems and practices. Providing a global outlook, the chapters in this book present in-depth sociological analyses of the ways in which borders are constituted and reconstituted through educational practice from a diverse range of national contexts. Key issues taken up by authors include: immigration status and educational inequalities; educational inclusion and internal migration; 'curricula nationalism' and global citizenship; education and labour; the educational experiences of refugees and the politics of refugee education; student migration and adult education; and nationalism, colonialism and racialization. This book was originally published as a special issue of International Studies in Sociology of Education.

This edited volume investigates how the role of leadership in education in various countries from around the world have been designed and implemented through educational policies and national cultures to meet the needs of new, displaced, and mobile groups of migrants and refugees.

Ist Japan auf eine multikulturelle Gesellschaft vorbereitet? Der Band untersucht die Entwicklung der japanischen Einwanderungs- und Integrationspolitik sowie der damit verbundenen Institutionen und verfolgt dabei einen disziplinübergreifenden sozialwissenschaftlichen Ansatz. Die Autor*innen beleuchten kritische Fragen und Herausforderungen, mit denen das Land aufgrund der unartikulierten Politik der der Akzeptanz von Migration seitens der Regierung konfrontiert ist, z. B. in den Bereichen Flüchtlingspolitik, multikulturelle Bildung und Katastrophenschutz. Wie kann die Situation verbessert werden? Das Buch untersucht Veränderungen und Initiativen, die notwendig sind, um ein widerstandsfähiges politisches System für ein liberales, pluralistisches und integratives Japan zu schaffen.

International borders have become deadly barriers of a proportion rivaled only by war or natural disaster. Yet despite the damage created by borders, most people can’t – or don’t want to – imagine a world without them. What alternatives do we have to prevent the deadly results of contemporary borders? In today’s world, national citizenship determines a person’s ability to migrate across borders. Migration Borders Freedom questions that premise. Recognizing the magnitude of deaths occurring at contemporary borders worldwide, the book problematizes the concept of the border and develops arguments for open borders and a world without borders. It explores alternative possibilities, ranging from the practical to the utopian, that link migration with ideas of community, citizenship, and belonging. The author calls into question the conventional political imagination that assumes migration and citizenship to be responsibilities of nation states, rather than cities. While the book draws on the theoretical work of thinkers such as Ernst Bloch, David Harvey, and Henry Lefebvre, it also presents international empirical examples of policies and practices on migration and claims of belonging. In this way, the book equips the reader with the practical and conceptual tools for political action, activist practice, and scholarly engagement to achieve greater justice for people who are on the move. The Open Access version of this book, available at https://www.taylorfrancis.com/books/9781315638300 has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Our focus on youth migration aims to unfold the theoretical and political constraints at play for these young migrants as they defy borders and national boundaries on their northbound journey. By placing the emphasis on young persons, this volume seeks to ponder on the challenges their movement is positing to governments and societies of the countries they are crossing by or settling in. Our goal is to go outside the perspectives constructed from a labor, adult-centered, breadwinner and family-head perspective. We recognize that the conditions that force them to flee uncertain economic conditions or to seek personal security may intersect, but by focusing on young migrants as actors in search of a decent and fair life, as well as on the hopes and resilience that every young person has, the point of view diverges. As they may be permanent or transit sojourners in local communities, we also propose to include the spaces, as the social and political communities reacts to this youth mobility. The chapters contained herein follow the migrant’s movement from South to North. Therefore, the authors focused on the analysis of several emerging issues in the migration dynamics in North America. Contents Introduction – Ana Vila Freyer and Liliana Meza González CHAPTER 1. GUATEMALA-MÉXICO: THE LAST BORDER BETWEEN THE EXCLUSION AND THE FULFILLMENT OF DREAMS OF YOUNG PEOPLE FROM THE NORTHERN COUNTRIES OF CENTRAL AMERICA – Sandra Herrera-Ruiz and Lesbia Ortiz Martínez CHAPTER 2. SUSPENDED LIVES OF CENTRAL AMERICAN YOUTH IN MEXICO: BETWEEN INCLUSION AND SURVIVAL – Martha Luz Rojas Wiesner and Susann Hjorth Boisen CHAPTER 3. (DIS) CONTINUITIES IN CENTRAL AMERICA’S MIGRATORY MOBILITY. THE POST-MITCH GENERATION – Javier Urbano Reyes CHAPTER 4. IRREGULAR MIGRATION AND HUMAN TRAFFICKING FOR THE PURPOSE OF SEXUAL EXPLOITATION: AN ANALYSIS OF PUBLIC POLICY INSTRUMENTS FOR COMBATING IT IN CHIAPAS, MEXICO – Jesús Rubio Campos and Carolina Guadiana Sánchez CHAPTER 5. WOULD YOU PLEASE TELL ME, WHICH WAY I OUGHT TO GO? CENTRAL AMERICANS CROSSING THROUGH OR SETTLING IN GUANAJUATO – Ana Vila Freyer and Eloy Estrada Lozano CHAPTER 6. THE ACCESS TO PUBLIC MEDICAL SERVICES AND TO FORMAL JOBS FOR YOUNG CENTRAL AMERICAN MIGRANTS IN MEXICO, BEFORE AND AFTER THE 2011 MIGRATION LAW – Liliana Meza González and Ken Nishikata CHAPTER 7. THE DISPLACEMENT AND ECONOMIC INSERTION OF REFUGEES FROM CENTRAL AMERICA IN MEXICO – Rodolfo Cruz Piñeiro and Rafael Alonso Hernández López CHAPTER 8. THE OBAMA ADMINISTRATION’S CENTRAL AMERICAN MINORS (CAM) PROGRAM (2015-2017): A SAFE AND LEGAL PATH TO THE UNITED STATES? – Chiara Galli CHAPTER 9. THE EDUCATIONAL AND CAREER GOALS OF THE CHILDREN OF UNDOCUMENTED PARENTS IN THE UNITED STATES: A MIXED-METHOD STUDY OF DACA ELIGIBLE STUDENTS AT A CALIFORNIA PUBLIC UNIVERSITY – Nicole Dubus CHAPTER 10. YOUNG INDIGENOUS MIGRANTS FROM SOUTHERN MEXICO IN THE U.S. – Tania Cruz-Salazar CHAPTER 11. INTEGRATION INTO THE EDUCATIONAL SYSTEM AND THE JOB MARKET AMONG YOUNG MIGRANTS IN MEXICO – Ana Escoto and Claudia Masferrer

Addressing the roles of education, language, and identity in cyclical migration, this book highlights the voices and experiences of transborder students in Mexico who were born or raised in the US. The stories develop a portrait of the lived realities, joys, and challenges that young people face across elementary, secondary, and tertiary levels. The book not only discusses migration and education policies and pedagogies grounded in the fluid lives of these young people, but its photography also presents their experiences in a visual dimension that words alone cannot capture. This in-depth, multimodal study examines the interplay of language, power, and schooling as they affect students and their families to provide insights for educators to develop meaningful pedagogies that are responsive to students’ border crossing experiences. Living, Learning, and Languaging Across Borders is a vital resource for pre- and in-service teachers, teacher educators, graduate students and scholars in bilingual and multilingual education, literacy and language policy, and immigration and education in the US, Mexico, and beyond. It offers important insights into the complex landscapes transborder students navigate, and considers policy and pedagogy implications that reject problematic assumptions and humanize approaches to the education and migration experiences of transborder students.

The Universal Declaration of Human Rights endorsed in 1948 by member states of the United Nations continues to remain very much valid as it provides the solid foundation for most actions and activities that are aimed at guaranteeing the rights of everybody. The rights enunciated in the Declaration are comprehensive and two that are relevant to the content of this book are the right to education and the right to learn. The right to education and the right to learn are known to have been hotly debated by politicians, policy makers, and implementers. Sometimes, the rights in question here have found their way into political parties’ manifestoes, and advocates oftherighttoeducation andtherighttolearnhavebeenquicktobringintojudgment politicians who have not lived up to their promises. Even at that, many member states of the United Nations have taken steps to ensure that access to learning is jealously guarded. For education and lifelong learning remain among the primary forces that can guarantee individual, community and national development, as they had always been from time immemorial. Globally, there has been ample evidence of efforts made by governments to p- mote the widening of access to participation in learning activities. Even so, the literature on the subject of access and participation has not captured suf ciently what has happened across the world in terms of providing access outside national boundaries in the context of globalization and the rapid creation of the knowled- based economies of the 21st century.

Drawing on the concept of the ‘politics of compassion’, this Handbook interrogates the political, geopolitical, social and anthropological processes which produce and govern borders and give rise to contemporary border violence.

The position taken in this volume is that domestic off-campus study can be just as powerful a transformative learning experience as study overseas, and that domestic programs can equally expand students’ horizons, their knowledge of global issues and processes, their familiarity and experience with cultural diversity, their intercultural skills, and sense of citizenship.This book presents both the rationale for and examples of “study away”, an inclusive concept that embraces study abroad while advocating for a wide variety of domestic study programs, including community-based education programs that employ academic service-learning and internships.With the growing diversification—regionally, demographically, culturally, and socio-economically—of developed economies such as the US, the local is potentially a “doorstep to the planet” and presents opportunities for global learning. Moreover, study away programs can address many of the problematic issues associated with study abroad, such as access, finance, participation, health and safety, and faculty support. Between lower costs, the potential to increase the participation of student cohorts typically under-represented in study abroad, the lowering of language barriers, and the engagement of faculty whose disciplines focus on domestic issues, study at home can greatly expand the reach of global learning.The book is organized in five sections, the first providing a framework and the rationale for domestic study way programs; addressing administrative support for domestic vs. study abroad programs; exploring program goals, organization, structure, assessment and continuous improvement; and considering the distinct pedagogies of experiential and transformative education.The second section focuses on Semester Long Faculty Led Programs, featuring examples of programs located in a wide variety of locations – from investigations into history, immigration, culture, and the environment through localities in the West and the Lowcountry to exploring globalization in L.A and New York. Section three highlights five Short Term Faculty Led Programs. While each includes an intensive immersive study away experience, two illustrate how a 7 – 10 day study away experience can be effectively embedded into a regular course taught on campus. The fourth section, on Consortium Programs, describes programs that are either sponsored by a college that makes its program available to consortium members and non-members, or is offered by an independent non-for-profit to which institutions send their students. The final section on Community Engagement and Domestic Study Away addresses the place of community-based education in global learning and provides examples of academic programs that employ service-learning as a tool for collaborative learning, focusing on issues of pedagogy, faculty development and the building long-term reciprocal relationship with community partners to co-create knowledge.The book is intended for study abroad professionals, multicultural educators, student affairs professionals, alternative spring break directors, and higher education administrators concerned about affordably expanding global education opportunities.