Session Information
07 SES 09 B, Social Justice, Drop Out, Migration
Paper Session
Contribution
Migration and mobility relations with education reveal important differences across stages, school culture and class. While current paradigms argue that internationalization of the higher education provide mobile students with unique skills and knowledge from diverse systems, languages and academic environments that are essential in a global labor market, it seems that earlier stages in public education are openly hostile towards their students experiences of mobility (Carrasco et al., 2012).
As part of the MOVIBAR Project (Student mobility and its impacts in Barcelona) that explores and analyzes experiences of children and youth “affected by mobility” and the role of schools in them, our theoretical framework is inspired both by Whitehead & Hashim’s (2005) definition of children and youth affected by migration and by Glick-Schiller & Salazar’s (2013) theoretical concept of mobility regimes. This shift relocates the experiences associated with international migration in a continuum that breaks the classical dichotomous conception of (in)mobility and incorporates the structure of inequalities and global power relations affecting all subaltern groups in the analysis. In this case, we explore the adaptive capacity of schools to mobility and to the needs of mobile populations from a global perspective that includes immigrant and working class youth.
The paper analyzes the mobile trajectories of youth conventionally and narrowly regarded as “migrants” and “non-migrants” and focuses on the educational and social experiences related to their mobility, challenging the former categories by analyzing support, barriers, risks and opportunities, as well as their impact on their academic and professional aspirations and expectations.
Method
Expected Outcomes
References
Bernardi, F. (2012). Unequal transitions: Selection bias and the compensatory effect of social background in educational careers. Research in Social Stratification and Mobility, 30(2), 159–174. Carrasco, S.; Pàmies, J.; Beremenyi, A.; Casalta, V. (2012). Más allá de la "matrícula viva". La movilidad del alumnado y la gestión local de la escolarización en Cataluña, en PAPERS. Revista de Sociologia, 97(2), 311-341. Crowley, S. (2003). The affordable housing crisis: residential mobility of poor families and school mobility of poor children. Journal of Negro Education, 72 (1), 22-38. Danaher, Patrick Alan, Máirín Kenny, y Judith Remy Leder, eds. (2009). Traveller, nomadic and migrant education. New York; London: Routledge Glick-Schiller, N. y Salazar, N.B (2013). Regimes of Mobility across the Globe, Journal of Ethnic and Migration Studies Special issue: Regimes of Mobility: imaginaries and relationalities of power, 28(3), 183-200. Nakagawa, K., Stafford, M.E., Fisher, T.; Mathews, L. (2002). The “city migrant” dilemma: Building community at high-mobility urban schools. Urban Education, 37(1), 96-125. Rumberger, R.W.; Beatty, A. (2010). Student Mobility: Exploring the Impact of Frequent Moves on Achievement: Summary of a Workshop, The National Academies Press Whitehead, A. y Hashim, I. (2005) Children and Migration. Background Paper for DFID Migration Team. [http://www.childmigration.net/dfid_whitehead_hashim_05
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