Migration is one of the major phenomena that characterizes the modern world and even more post-modernity. Improved transportation and advanced technology have facilitated transition from place to place and this phenomenon of greater mobility has changed the world and humanity. Given the fact that many countries in both the developed and underdeveloped world face similar challenges due to the current mass migration, comparative research in terms of the responses of government and non-government organizations (NGOs), both local and international, allows for a deeper understanding of ways of approaching the many challenges relating to immigration and education. The comparative dimension enables both scholars and policy makers to compare and contrast different approaches and to weigh up what approach is most suitable for their circumstances.
The aim of
Migrants and Comparative Education: Call to Re/Engagement is to bring together new research and conceptualizations on education’s complex and evolving role in the immigration process in different contexts around the world, at different levels of education, and from different theoretical perspectives. It is hoped that by so doing a better understanding will emerge of the issues and challenges associated with immigration that can assist policy makers and practitioners.
Zehavit Gross, UNESCO chair for Values Education, Tolerance and Peace, School of Education, Bar-Ilan University. Her main specialization is socialization processes (religious, secular, feminine and civic) among adolescents. She is past president of the Israel Society of Comparative Education (ICES).
N’Dri Thérèse Assié-Lumumba List of Figures and Tables
Notes on Contributors
PART 1: Introduction
1 Migrants and Comparative Education – Scope and Major Debates: International Perspectives
PART 2: Conceptual and Theoretical Framework
2 Cosmopolitan Education and the Migrant Predicament
Yusef Waghid 3 Conducting Comparative Education Research on the Intersections of Migration, Religion, and Schooling
Bruce A. Collet 4 Examination of the Relationships between Successful School Acculturation Leadership, Social Ecological Model, and Social Justice
PART 3: International Perspectives
Section 1: Europe
5 Islamic Education in the Post-Modern and Post-Secular Europe: A Pedagogical Blueprint
Section 2: The Americas
6 A Success Story of Integrating Migrant Students within a Progressive, Public Secondary School in Southeastern US
Karen L. Biraimah and Brianna Kurtz 7 Comparative Education, Migration and Education Policy in Latin America: New Borders and a Pedagogy of Horizons
Enrique Martínez Larrechea and Adriana Chiancone
Section 3: The Middle East
8 Labor Migration and Deskilling in the United Arab Emirates: Impacts on Cameroonian Labor Migrants' Labor Market Employment Status and Welfare
Froilan T. Malit Jr. and Tchiapep Oliver
Section 4: Israel
9 Dealing with Ethnic Identity: Female Jewish-Ethiopian Migrants in Elite Religious Israeli Schools
Zehavit Gross and Aviva Alemu 10 Differences between Schools in Implementing an Immigrant-Integrating Policy
Section 5: Africa
11 Migration, Xeno/Afrophobia and Human Rights in South Africa
Michael Cross 12 Challenges, Perceptions, and Practices in Education for South Sudanese Children Forced to Flee Conflict: The Case of a Refugee Settlement in Uganda
Kenta Miyamoto 13 Educational Challenges That Girls of School Going Age Face in Their Quest for Education in IDP Camps: The Case of Maai-Mahiu IDP Camp, Nakuru County, Kenya
Daniel K. Gakunga and Joan M. Gathinye 14 Educational Migration: Causes, Challenges, and Probable Solutions
Section 6: Asia
15 Labour Migration in Nepal: Voluntary or Forced?
Prakash C. Bhattarai and Prakash K. Paudel 16 Experiences of International Immigrant Students in a Japanese University: An In-Depth Study
All interested in the educational, sociological, psychological, philosophical and historical aspects of migration, and anyone concerned with the acculturation, socialization and absorption processes of migrants into diverse multicultural contexts worldwide.