International Handbook of Migration, Minorities and Education : Understanding Cultural and Social Differences in Processes of Learning

Migrants and minorities are always at risk of being caught in essentialized cultural definitions and being denied the right to express their cultural preferences because they are perceived as threats to social cohesion. Migrants and minorities respond to these difficulties in multiple ways — as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve social mobility. On the other hand, they articulate demands for cultural self-determination. This discursive duality is met with suspicion by the majority culture. For societies with high levels of migration or with substantial minority cultures, questions related to the meaning of cultural heterogeneity and the social and cultural limits of learning and communication (e.g. migration education or critical multiculturalism) are very important. It is precisely here where the chances for new beginnings and new trials become of great importance for educational theorizing, which urgently needs to find answers to current questions about individual freedom, community/cultural affiliations, and social and democratic cohesion. Answers to these questions must account for both ‘political’ and ‘learning’ perspectives at the macro, mezzo, and micro contextual levels. The contributions of this edited volume enhance the knowledge in the field of migrant/minority education, with a special emphasis on the meaning of culture and social learning for educational processes. Front Matter....Pages 1-1 Front Matter....Pages 7-7 Migration, Minorities, and Learning—Understanding Cultural and Social Differences in Education....Pages 1-5 Movements and Migratory Processes: Roles and Responsibilities of Education and Learning....Pages 9-18 Understanding Cultural Differences as Social Limits to Learning: Migration Theory, Culture and Young Migrants....Pages 19-33 Beyond Limits and Limitations: Reflections on Learning Processes in Contexts of Migration and Young People....Pages 35-52 The Concept of Ethnicity and its Relevance for Biographical Learning....Pages 53-66 “No Place. Nowhere” for Migrants’ Subjectivity!?....Pages 67-83 Learning to Live Together—Towards a New Integration Society....Pages 85-100 Opportunities of Managing Diversity in Local Educational Programs....Pages 101-115 Family Child-Raising and Educational Strategies Among European Mixed Couples....Pages 117-134 Opening a Gate to Citizenship: Media for Migrants....Pages 135-151 Living in Different Worlds and Learning All About It: Migration Narratives in Perspective....Pages 153-168 Early Childhood Education in Multilingual Settings....Pages 169-185 Front Matter....Pages 187-187 Migration, Minorities, and Learning: Understanding Cultural and Social Differences in Education....Pages 189-193 The State, Official-Language Education, and Minorities: Estonian-Language Instruction for Estonia’s Russian-Speakers and the Võro....Pages 195-212 The Inuit Qaujimajatuqangit Conversation: The Language and Culture of Schooling in the Nunavut Territory of Canada....Pages 213-230 Ambivalence: Minority Parents Positioning When Facing School Choices....Pages 231-247 Social Change and Minority Education: A Sociological and Social Historical View on Minority Education in Croatia....Pages 249-264 Reimagining Home in Alberta’s Francophone Communities....Pages 265-281 New School, New System: The Experiences of Immigrant Students in Irish Schools....Pages 283-299 Beyond Cultural Differences: Understanding and Negotiating the Conflict Between Chinese Immigrant Parents and Canadian Teachers....Pages 301-317 Front Matter....Pages 319-319 Introduction: Heterogeneity, Belonging and Learning in Schools....Pages 321-329 Dealing with Diversity and Social Heterogeneity: Ambivalences, Challenges and Pitfalls for Pedagogical Activity....Pages 331-347 A Learning Curve: The Education of Immigrants in Newcastle-upon-Tyne and Bremen from the 1960s to the 1980s....Pages 349-364 School Policies, Gender-Sex-Sexuality and Ethnocultural Re-production in Sweden, Canada, and Germany....Pages 365-381 Effects of the Head Start Program in the USA as Indicators of Ethnic Inequalities....Pages 383-401 Project-Based Learning to Enhance Recognition and Acceptance of Cultural Diversity in the Elementary School....Pages 403-418 School Performance of Children of Indian and Cape Verdean Immigrants in Basic Schooling in Portugal....Pages 419-433 Migration, Educational Policies, and Practices: Constructing Difference in Buenos Aires and in Madrid....Pages 435-451 Front Matter....Pages 453-453 Introduction: Higher Education....Pages 455-459 Encountering An-Other: The Culture of Curriculum and Inclusive Pedagogies....Pages 461-477 Possible Selves and Goal Orientations of East-African Undergraduate Students in the United States....Pages 479-496 A Passport to Education: Undocumented Latino University Students Navigating Their Invisible Status....Pages 497-513 Front Matter....Pages 515-515 Introduction Part 5: Religion and Learning....Pages 517-522 Integration by Other Means: Hindu Schooling in the Netherlands....Pages 523-541 Negotiating the School Curriculum for the Malay Muslims in Singapore....Pages 543-558 Precarious Religious Liberties in Education: The Salience of Demographic and Social Contingencies Under a Formally Pluralist Public Philosophy....Pages 559-575 Educational Processes and Ethnicity Among Hindu Migrants....Pages 577-593 Front Matter....Pages 595-595 Community, Work and Learning....Pages 597-603 Multiculturalism in a Deeply Divided Society: The Case of Cyprus....Pages 605-621 Learning Who They “Really” Are: From Stigmatization to Opportunities to Learn in Greek Romani Education....Pages 623-639 Front Matter....Pages 595-595 Learning Difference in the Diaspora—Sharing Sacred Spaces....Pages 641-657 Deciphering Somali Immigrant Adolescents’ Navigation and Interpretation of Resources Embedded in Social Relationships....Pages 659-676 Agency and Everyday Knowledge of Filipina Migrants in Dubai, United Arab Emirates....Pages 677-694 Ethnicized Youth Subcultures and “Informal Learning” in Transitions to Work....Pages 695-710 “I Am Illiterate. But I Am a Doctor of Capoeira”: Integration of Marginalized Youth in Brazil....Pages 711-728 Learning Insularity: Social Capital, Social Learning and Staying at Home Among European Youth....Pages 729-742 Concluding Remarks....Pages 743-745 Back Matter....Pages 716-716 Edited By Zvi Bekerman, Thomas Geisen. Includes Bibliographical References And Index.