This open access book critically explores how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and international levels. Written by leading scholars and practitioners from across the globe, the book introduces the reader to how such interactions play out through a series of illustrative case studies drawn from scholarship and empirical research conducted in the global South. It considers education in all its forms and raises critical questions about its purpose and value in contexts of migration and (im)mobility across a range of low- and middle-income settings. The contributors engage with the multiple reasons for migration, and also consider how communities and societies are shaped not just by the movement of people but also of ideas, resources, norms, and values across different national and international contexts. Collectively the chapters offer new insights into: the considerations for education and international development that emerge when we apply a migration lens; key theoretical frameworks and approaches which can help us understand the education-migration-nexus; the opportunities and challenges that migration and (im)mobility create for education in contexts of development; emerging dilemmas regarding how best to promote justice, equity and wellbeing in and through education in contexts of migration; and how gendered and other inequalities are core considerations in the education-migration-development nexus. The book concludes with some reflections by the editors on cross-cutting themes generated through the volume, including some directions for future research.
The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollection.com. Open access was funded by Knowledge Unlatched.
Table of Contents:
Introduction: Scoping out the Education, Migration and Development Nexus, Amy North (UCL Institute of Education, UK) and Elaine Chase (UCL Institute of Education, University College London, UK)
1. Skilled Migration, Education and International Development, Kavita Datta (Queen Mary University of London, UK)
2. Education, Domestic Work and the ‘Feminisation of Migration’, Amy North (UCL Institute of Education, University College London, UK) and Priyadarshani Joshi (UNESCO)
3. Policies and Practices of Education Inclusion for Mobile Pastoralists, Caroline Dyer (University of Leeds, UK)
4. Education as an Emergency Response: Time for Radical Change, Mai Abu Moghli (UCL Institute of Education, University College London, UK)
5. Sewing Migrant Journeys in a Bullet-proof vest: The Museum as a Site of Memory and Mutual Learning in Medellín, Colombia, Veronica Cadavid-Gonzalez (Museo Casa de la Memoria, Colombia) and Jennifer Allsopp (Harvard University, USA)
6. Revisiting ‘Eduscape’ through a Postcolonial Lens: The Influence of Globalization and Migration on Educational Offer and Demand in Senegal, Anneke Newman (Université Libre de Bruxelles, Belguim)
7. What Happened to the Fishing School?: Education, Mobility and Perceptions of Wellbeing in a Traditional Fishing Community in Western India, Nitya Rao (University of East Anglia, UK) and Ishita Patil (Indian Institute of Technology Bombay, India)
8. ‘They are from good families like ours’: Educated Middle Class Identities and (Im)Mobility among Young Dalit Women, Sugandha Nagpal (O.P. Jindal Global University, India)
9. Internal Migration and Children’s Education in Bangalore, India, Jyotsna Jha (Centre for Budget and Policy Studies, India), Archana Purohit (Centre for Budget and Policy Studies, India) and Sowmya J (Centre for Budget and Policy Studies, Bengaluru, India)
10. Internal Migration and the Educational and Social Impacts on Children Left Behind in Rural China, Xiaopeng Pang (Renmin University of China, China) and Ziyuan Lu (Renmin University of China, China)
11. Migrant Women’s Journeys for Education and Career Opportunities in Chile, Sondra Cuban (Western Washington University, USA)
12. Imagining Possible Selves: Perceptions of Education among Young Migrant Women in South Africa, Faith Mkwananzi (The University of the Free State, South Africa)
13. Trading Futures: The Place of Education in the Trajectories of Unaccompanied Migrant Young Men Becoming Adult in England and Italy, Jennifer Allsopp (Harvard University, USA) and Elaine Chase (UCL Institute of Education, University College London, UK)
14. The Mediating Role of Education: Learning as Syrian Refugee Young People in Jordan, Hiba Salem (University of Cambridge, UK)
15. Zimbabwean Migrant Teachers in South Africa: Their Search for Identity, Rian de Villiers (University of Pretoria, South Africa) and Zenzele Weda (St. Charles College, South Africa)
Index
About the Author :
Amy North is Associate Professor of Education and International Development at IOE, UCL’s Faculty of Education and Society, University College London, UK. She is co-author, with Elaine Unterhalter, of Education, Poverty and Global Goals for Gender Equality (2017).
Elaine Chase is Professor of Education, Wellbeing, and International Development at IOE, UCL’s Faculty of Education and Society, University College London, UK. She is co-author, with Jennifer Allsopp, of Youth Migration and the Politics of Wellbeing (2020).
Review :
This book encompasses different approaches to studying the characteristics of migratory groups and their trajectories around the globe. It should be in anthropology and sociology classes to help our students understand how various methodologies are taken into the field to produce quality research work.
This is a critical and timely volume on the nexus of migration, development and education. Interestingly even in the field of migration studies education is often under-researched. As the authors point out even the SDGs underplay the role of both migrant education and effects of education on migration. Yet education has enormous impact on both the lives of the migrant and on understanding the phenomena of migration. What is most exceptional about this volume is that it disturbs the established normativity in the field of migration and development studies and makes the volume both edgy and exciting. It questions established positionalities, “eduscapes” and knowledge bases and endeavours to re-narrativise edu-spaces within customary chronicles of colonialisms, knowledge sources and globalisations. The authors endeavour to bring voices from the margins to the centre of discourses on education and migration thereby politicising northern knowledge systems and invoking the value of indigenous knowledge sources. This volume is meant for scholars and activists to sit back and think and I am sure it will fulfil this purpose.
