Academic literature on the topic 'Children of immigrants Education Australia Language arts'

This article applies both single cross-section and dual cross-section approaches to modeling the propensity to be self-employed among the foreign born in the Australian labor market. The results from a single cross-section regression indicate that educational attainment, Australian labor market experience, the availability of capital, marital status and job related characteristics are important influences on self-employment outcomes. The propensity to be self-employed among immigrants is shown to be enhanced by the existence of enclave markets. Ethnic enclaves created via a common language provide more relevant prospects for self-employment than does the concentration of immigrants by birthplace. However, enclave markets do not have a significant impact on the self-employment outcomes of the Australian-born children of immigrants. The dual cross-section approach shows that the cross-section self-employment growth among immigrants is predominantly an adjustment effect rather than a cohort effect.

As second generation immigrants, children of Chinese origin in Spain confront a complicated linguistic setting. The objective of this comparative sociolinguistic research, with the participation of 160 children of Chinese origin, is to analyze their sociolinguistic situation in Malaga (Spain), including both external and internal factors (i.e., socio-economic status, education level, language attitudes, identity, motivations, etc.) that affect their linguistic competency and learning. Our methodology is based on quantitative and qualitative data from questionnaires, observations, tests and interviews to explain the linguistic patterns of immigrant children. Tests were completed also by 40 Spanish children and by 40 native Chinese children.

This study examined the relationship between the adjustment in school of immigrant children and their parents’ attitudes to social change and new experiences. The subjects were 51 Jewish children between the ages of six and fifteen, all born in the former Soviet Union and immigrants to the United States, and a comparison group of 51 American-born Jewish children attending the same parochial school in San Francisco. Parental attitudes to social change and new experiences were found to be significant predictors of the adjustment in school of both immigrant and native children, even when the effects of parental education, family SES, and children's age, intelligence, English language competence and immigrant/native status were held constant. Parental attitudes to social change and new experience were not found to be differentially associated with adjustment for immigrant as opposed to native children. An interaction was found between the gender of the parent holding the set of attitudes toward change and new experiences, and the differential adjustment of sons and daughters.

When children only see their friends in little squares via Google Meet or Zoom, can teachers really address concepts like the importance of teamwork or how to manage conflict? This is a learning phenomenon during the COVID-19 pandemic and the era after it. This study aims to see the role of parents as children's learning companions in terms of mentors and motivators when online education takes place. This research using photovoice within phenomenological methodology and have been doing with thematic analysis and collecting data through interviews and observations. The participants were eight parents and one female teacher as a homeroom teacher. The research findings show that although there are many obstacles in online learning for children, learning during the COVID-19 pandemic can still run by involving the role of parents and teachers as pillars of education for preschool-age children. For further research, it is hoped that the findings will be a way in solving learning problems for children. Keywords: early childhood education, parents’ role, online learning References: Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. In Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180 Aras, S. (2016). Free play in early childhood education: A phenomenological study. Early Child Development and Care, 186(7). https://doi.org/10.1080/03004430.2015.1083558 Arkorful, V. (2021). The role of e-learning, advantages and disadvantages of its adoption in higher The role of e-learning, the advantages and disadvantages of its adoption in Higher Education . International Journal of Education and Research, 2(December 2014). Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). International responses to COVID-19: Challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1). https://doi.org/10.1080/1350293X.2021.1872674 Barnett, W. S., Grafwallner, R., & Weisenfeld, G. G. (2021). Corona pandemic in the United States shapes new normal for young children and their families. In European Early Childhood Education Research Journal (Vol. 29, Issue 1). https://doi.org/10.1080/1350293X.2021.1872670 Basham, J. D., Blackorby, J., & Marino, M. T. (2020). Opportunity in Crisis: The Role of Universal Design for Learning in Educational Redesign. In Learning Disabilities: A Contemporary Journal (Vol. 18, Issue 1). Beatriks Novianti Bunga, R. Pasifikus Christa Wijaya & Indra Yohanes Kiling (2021) Studying at Home: Experience of Parents and Their Young Children in an Underdeveloped Area of Indonesia, Journal of Research in Childhood Education, DOI: 10.1080/02568543.2021.1977436 Buheji, M., Hassani, A., Ebrahim, A., da Costa Cunha, K., Jahrami, H., Baloshi, M., & Hubail, S. (2020). Children and Coping During COVID-19: A Scoping Review of Bio-Psycho-Social Factors. International Journal of Applied Psychology, 10(1). https://doi.org/10.5923/j.ijap.20201001.02 Celik, M. Y. (2021). The dual role of nurses as mothers during the pandemic period: Qualitative study. Early Child Development and Care. https://doi.org/10.1080/03004430.2021.1917561 Coulter, M., Britton, Ú., MacNamara, Á., Manninen, M., McGrane, B., & Belton, S. (2021). PE at Home: Keeping the ‘E’ in PE while home-schooling during a pandemic. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2021.1963425 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Dodd, H. F., Fitzgibbon, L., Watson, B. E., & Nesbit, R. J. (2021). Children’s play and independent mobility in 2020: Results from the british children’s play survey. International Journal of Environmental Research and Public Health, 18(8). https://doi.org/10.3390/ijerph18084334 Duran, A. (2019). A Photovoice Phenomenological Study Exploring Campus Belonging for Queer Students of Color. Journal of Student Affairs Research and Practice, 56(2). https://doi.org/10.1080/19496591.2018.1490308 Ebbeck, M., Yim, H. Y. B., Chan, Y., & Goh, M. (2016). Singaporean Parents’ Views of Their Young Children’s Access and Use of Technological Devices. Early Childhood Education Journal. https://doi.org/10.1007/s10643-015-0695-4 Ekyana, Luluk, Fauziddin Muhammad & Arifiyanti Nurul. (2021). Parents’ Perception: Early Childhood Social Behaviour During Physical Distancing in the Covid-19 Pandemic. JPUD: Jurnal Pendidikan Usia Dini, Volume 15 (2),DOI: https://doi.org/10.21009/JPUD.152.04 Eslava, M., Deaño, M., Alfonso, S., Conde, Á., & García-Señorán, M. (2016). Family context and preschool learning. Journal of Family Studies, 22(2). https://doi.org/10.1080/13229400.2015.1063445 Finn, L., & Vandermaas-Peeler, M. (2013). Young children’s engagement and learning opportunities in a cooking activity with parents and older siblings. Early Childhood Research and Practice, 15(1). Gee, E., Siyahhan, S., & Cirell, A. M. (2017). Video gaming as digital media, play, and family routine: Implications for understanding video gaming and learning in family contexts. Learning, Media, and Technology, 42(4). https://doi.org/10.1080/17439884.2016.1205600 Gelir, I., & Duzen, N. (2021). Children’s changing behaviours and routines, challenges and opportunities for parents during the COVID-19 pandemic. Education 3-13. https://doi.org/10.1080/03004279.2021.1921822 Giannini, S., Jenkins, R., & Saavedra, J. (2021). Mission: Recovering Education 2021. In UNICEF, UNESCO, and World Bank. Goodhart, F. W., Hsu, J., Baek, J. H., Coleman, A. L., Maresca, F. M., & Miller, M. B. (2006). A view through a different lens: Photovoice as a tool for student advocacy. Journal of American College Health, 55(1). https://doi.org/10.3200/JACH.55.1.53-56 Gong, S., Wang, X., Wang, Y., Qu, Y., Tang, C., Yu, Q., & Jiang, L. (2019). A descriptive qualitative study of home care experiences in parents of children with tracheostomies. Journal of Pediatric Nursing, 45. https://doi.org/10.1016/j.pedn.2018.12.005 Hamaidi, D. A., Arouri, Y. M., Noufa, R. K., & Aldrou, I. T. (2021). Parents’ Perceptions of Their Children’s Experiences with Distance Learning During the COVID-19 Pandemic. International Review of Research in Open and Distance Learning, 22(2). https://doi.org/10.19173/irrodl.v22i2.5154 Hammersley, M., & Traianou, A. (2015). Ethics in Qualitative Research: Controversies and Contexts. In Ethics in Qualitative Research: Controversies and Contexts. https://doi.org/10.4135/9781473957619 Harris, K. I. (2021). Parent Cooperative Early Childhood Settings: Empowering Family Strengths and Family Engagement for All Young Children. International Journal of Contemporary Education, 4(1). https://doi.org/10.11114/ijce.v4i1.5143 Hassinger-Das, B., Zosh, J. M., Hansen, N., Talarowski, M., Zmich, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Play-and-learn spaces: Leveraging library spaces to promote caregiver and child interaction. Library and Information Science Research, 42(1). https://doi.org/10.1016/j.lisr.2020.101002 Henter, R., & Nastasa, L. E. (2021). Parents’ Emotion Management for Personal Well-Being When Challenged by Their Online Work and Their Children’s Online School. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.751153 Houston, S. (2017). Towards a critical ecology of child development in social work: Aligning the theories of Bronfenbrenner and Bourdieu. Families, Relationships and Societies, 6(1). https://doi.org/10.1332/204674315X14281321359847 Ihmeideh, F., AlFlasi, M., Al-Maadadi, F., Coughlin, C., & Al-Thani, T. (2020). Perspectives of family–school relationships in Qatar based on Epstein’s model of six types of parent involvement. Early Years, 40(2). https://doi.org/10.1080/09575146.2018.1438374 Iruka, I. U., DeKraai, M., Walther, J., Sheridan, S. M., & Abdel-Monem, T. (2020). Examining how rural ecological contexts influence children’s early learning opportunities. Early Childhood Research Quarterly, 52. https://doi.org/10.1016/j.ecresq.2019.09.005 Jiles, T. (2015). Knock, knock, may I come in? An integrative perspective on professional development concerns for home visits conducted by teachers. Contemporary Issues in Early Childhood, 16(1). https://doi.org/10.1177/1463949114567274 Kartini, K. (2021). Analisis Pembelajaran Online Anak Usia Dini Masa Pandemi COVID -19 Kota dan Perdalaman. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(2). https://doi.org/10.31004/obsesi.v6i2.880 Kurniati, E., Nur Alfaeni, D. K., & Andriani, F. (2020). Analisis Peran Orang Tua dalam Mendampingi Anak di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.541 La Paro, K. M., & Gloeckler, L. (2016). The Context of Child Care for Toddlers: The “Experience Expectable Environment”. Early Childhood Education Journal, 44(2). https://doi.org/10.1007/s10643-015-0699-0 Lau, E. Y. H., & Lee, K. (2021). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong. Early Education and Development, 32(6). https://doi.org/10.1080/10409289.2020.1843925 Lau, E. Y. H., Li, J. Bin, & Lee, K. (2021). Online Learning and Parent Satisfaction during COVID-19: Child Competence in Independent Learning as a Moderator. Early Education and Development, 32(6). https://doi.org/10.1080/10409289.2021.1950451 Lilawati, A. (2020). Peran Orang Tua dalam Mendukung Kegiatan Pembelajaran di Rumah pada Masa Pandemi. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.31004/obsesi.v5i1.630 Lim, K. F. (2020). Emergency remote teaching and learning in the time of COVID-19. Chemistry in Australia, August. Lin, X., & Li, H. (2018). Parents’ play beliefs and engagement in young children’s play at home. European Early Childhood Education Research Journal, 26(2). https://doi.org/10.1080/1350293X.2018.1441979 Michele L. Stites, Susan Sonneschein & Samantha H. Galczyk (2021) Preschool Parents’ Views of Distance Learning during COVID-19, Early Education and Development, 32:7, 923-939, DOI: 10.1080/10409289.2021.1930936 Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. JPUD - Jurnal Pendidikan Usia Dini, 14(2). https://doi.org/10.21009/jpud.142.04 Ortlipp, M. (2015). Keeping and Using Reflective Journals in the Qualitative Research Process. The Qualitative Report. https://doi.org/10.46743/2160-3715/2008.1579 Paat, Y. F. (2013). Working with Immigrant Children and Their Families: An Application of Bronfenbrenner’s Ecological Systems Theory. Journal of Human Behavior in the Social Environment, 23(8). https://doi.org/10.1080/10911359.2013.800007 Plowman, L., Stephen, C., & McPake, J. (2010). Supporting young children’s learning with technology at home and in preschool. Research Papers in Education, 25(1). https://doi.org/10.1080/02671520802584061 Rona Novick, Suzanne Brooks & Jenny Isaacs (2021) Parental Report of Preschoolers’ Jewish Day School Engagement and Adjustment During the Covid-19 Shutdown, Journal of Jewish Education, 87:4, 301-315, DOI: 10.1080/15244113.2021.1977098 Sandi Ferdiansyah, S. S., & Angin, R. (2020). Pengalaman Mahasiswa Thailand dalam Pembelajaran Daring di Universitas di Indonesia pada Masa Pandemi COVID-19. Journal of International Students, 10(S3). Sonnenschein, S., Stites, M., & Dowling, R. (2021). Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers. Journal of Early Childhood Research, 19(3). https://doi.org/10.1177/1476718X20971321 Sri Indah Pujiastuti, Sofia Hartati & Jun Wang (2022) Socioemotional Competencies of Indonesian Preschoolers: Comparisons between the Pre-Pandemic and Pandemic Periods and among DKI Jakarta, DI Yogyakarta and West Java Provinces, Early Education and Development, DOI: 10.1080/10409289.2021.2024061 Stone, K., Burgess, C., Daniel, B., Smith, J., & Stephen, C. (2017). Nurture corners in preschool settings: Involving and nurturing children and parents. Emotional and Behavioural Difficulties, 22(4). https://doi.org/10.1080/13632752.2017.1309791 Suzanne M. Egan & Chloé Beatty (2021) To school through the screens: the use of screen devices to support young children's education and learning during the COVID-19 pandemic, Irish Educational Studies, 40:2, 275-283, DOI: 10.1080/03323315.2021.1932551 Thomson, S. (2007). Do’s and don’ts: Children’s experiences of the primary school playground. Environmental Education Research, 13(4). https://doi.org/10.1080/13504620701581588 Vallejo-Ruiz, M., & Torres-Soto, A. (2020). Teachers’ conceptions on the quality of the teaching and learning process in early childhood education. Revista Electronica Educare, 24(3). https://doi.org/10.15359/REE.24-3.13 Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language, 3(1). Wijaya, Candra., Dalimunthe, Rasyid Anwar., & Muslim. Parents’ Perspective on The Online Learning Using Zoom Application in Early Childhood Education. JPUD: Jurnal Pendidikan Usia Dini, Volume 15 Number 2. DOI: https://doi.org/10.21009/JPUD.152.06 Winship, M., Standish, H., Trawick-Smith, J., & Perry, C. (2021). Reflections on practice: Providing authentic experiences with families in early childhood teacher education. In Journal of Early Childhood Teacher Education (Vol. 42, Issue 3). https://doi.org/10.1080/10901027.2020.1736695

AbstractEnacting a critical environmental education curriculum theory with 8- to 9-year-old children in 1978 is now ‘restoried’ in a ‘history of the present/future’ like ‘case study’ for prosecuting five interrelated problems confronting progress in environmental education and its research. They are: the intense heat of the Anthropocene; the accelerating speed of the Dromosphere; the deep cuts of neoliberalism's policing of the cognitive capitalism of the corporate university and public education; the entrepreneurial entry of sustainababble into the discourse of education; and the digital colonisation of its pedagogical practices. The once radical promise of environmental education to serve as a critique of education partially through its ‘language’ (Le Grange, 2013) of empowerment, agency, transformation, contestation, ideology, ethics, action, praxis and change demands revitalisation; hence, this belated restorying of the 1978 case. The time is right; at least in some academic/educational settings where the ‘new materialism’ notions of critical, agency and action remain much more than a fading memory or convenient text. New theory helps restory this old curriculum theory and its slow ecopedagogical activism. In this ‘old’, the critical curriculum theory (re)positioned young children and their teacher as action researchers of their own embodied socio-environmental relations. Through highly inclusive and participatory practices of outdoor and indoor ecopedagogy, children became ethically active ‘citizens’, capable of democratically enacting political and Political change. This ‘active responsibility for the environment’ was, indeed, a key purpose, or promise, of environmental education when the field was formalised in the 1970s. Elements of children's (eco)aesthetics-environmental ethics and ecopolitics are described in this case account of the ‘environmental design’ of a radical curriculum innovation that critically emphasised the ‘humanly-constructive’ educational conditions that enable agency (Payne, 1995, 1999a). Such enablements were only ever assumed in the ‘socially critical’ theorisations of curriculum and pedagogy developed in Australia in the early 1980s. For researchers, this partially autoethnographic narrating of the old case describes the children's (embodied) experiences and locally emplaced agencies in newer theoretical ‘figurations’ of their ‘body~time~space’ relationalities. Children's outdoor ‘expeditions’, interdisciplinary inquiries, literacy development, scientific investigations, and personal and public activisms are described. Revealing these micro figurational relationalities in slow ecopedagogical contexts of the environmental design of education (Payne, 2014) is consistent with Robottom and Hart's (1993) too often forgotten ‘old’ call for researchers and practitioners to clarify the presuppositions they make about the trilogy of ontology-epistemology and methodology in framing, conceptualising, contextualising, representing, and legitimating the research problem and its questions. This restorying and history of the present/future is alert to (but cannot develop) aspects of contemporary ‘high’ theory drawn from the humanities, social sciences and arts that prioritises the politics of ontological deliberation and the ecologies of things, (re)claims a material disposition in empirical inquiry and critique while speculating about non-anthropocentric ‘thought’ responsive to the ‘new’ rallying point of, for example, the Anthropocene. In sum, new theory helps restory the critical, creative, expressive and experimental forms of re-theorising the persistent problematic of human and non-human nature relations and the role of education — well on display in this ‘old.’ This revitalised history of the present/future aims to revive critical optimism and imagination about how agencies of socio-environmental change once promised by critical environmental education and its research can be re‘turned’. The article concludes with some post-critical retheorising of key critical components of the 1978 curriculum theory.

Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play. Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education Reference Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. 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Curriculum Perspectives, 29(3), 1–13. Ridgway, A., & Quinones, G. (2012). How do early childhood students conceptualize play-based curriculum? Australian Journal of Teacher Education, 37(12), 46–56. https://doi.org/10.14221/ajte.2012v37n12.8 Rogers, S., & Evans, J. (2007). Rethinking role play in the Reception class. Educational Research, 49(2), 153–167. https://doi.org/10.1080/00131880701369677 Samuelsson, I. P., & Johansson, E. (2006). Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47–65. https://doi.org/10.1080/0300443042000302654 Saracho, O. N. (2010). Children’s play in the visual arts and Literature. Early Child Development and Care. Saracho, O. N. (2013). An integrated play-based curriculum for young children. In An Integrated Play-Based Curriculum for Young Children. https://doi.org/10.4324/9780203833278 Stufflebeam, D. L. (2003). The CIPP model for evaluation. 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Implementing a play-based curriculum: Fostering teacher agency in primary school. Learning, Culture and Social Interaction, 4, 19–27. https://doi.org/10.1016/j.lcsi.2014.07.003 van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511–534. https://doi.org/10.1080/00220272.2011.637182 Wallerstedt, C., & Pramling, N. (2012). Learning to play in a goal-directed practice. Early Years, 32(1), 5–15. https://doi.org/10.1080/09575146.2011.593028 Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Talking it up: Play, langauge, and the role of adult support. American Journal of Play, 6(1), 39–54. Retrieved from http://www.journalofplay.org/issues/6/1/article/3-talking-it-play-language- development-and-role-adult-support Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. International Journal of Learning, 17(10), 165–180. https://doi.org/10.18848/1447-9494/cgp/v17i10/47298

Temporary or permanent, local or international, voluntary or forced, legal or illegal, registered or unregistered migrations of individuals, whole communities or individual groups are an important factor in constructing and modifying (modern) societies. The extent of international migrations is truly immense. At the time of the preparation of this publication more than 200 million people have been involved in migrations in a single year according to the United Nations. Furthermore, three times more wish to migrate, mostly from sub-Saharan Africa towards some of the most economically developed areas of the world according to the estimates by the Gallup Institute (Esipova, 2011). Some authors, although aware that it is not a new phenomenon, talk about the era of migration (Castles, Miller, 2009) or the globalization of migration (Friedman, 2004). The global dimensions of migration are definitely influenced also by the increasingly visible features of modern societies like constantly changing conditions, instability, fluidity, uncertainty etc. (Beck, 2009; Bauman, 2002).The extent, direction, type of migrations and their consequences are affected by many social and natural factors in the areas of emigration and immigration. In addition, researchers from many scientific disciplines who study migrations have raised a wide range of research questions (Boyle, 2009, 96), use a variety of methodological approaches and look for different interpretations in various spatial, temporal and contextual frameworks. The migrations are a complex, multi-layered, variable, contextual process that takes place at several levels. Because of this, research on migrations has become an increasingly interdisciplinary field, since the topics and problems are so complex that they cannot be grasped solely and exclusively from the perspective of a single discipline or theory. Therefore, we are witnessing a profusion of different “faces of migration”, which is reflected and at the same time also contributed to by this thematic issue of the journal Ars & Humanitas.While mobility or migration are not new phenomena, as people have moved and migrated throughout the history of mankind, only recently, in the last few decades, has theoretical and research focus on them intensified considerably. In the last two decades a number of research projects, university programs and courses, research institutes, scientific conferences, seminars, magazines, books and other publications, involving research, academia as well as politics and various civil society organizations have emerged. This shows the recent exceptional interest in the issue of migration, both in terms of knowledge of the processes involved, their mapping in the history of mankind, as well as the theoretical development of migration studies and daily management of this politically sensitive issue.Migration affects many entities on many different levels: the individuals, their families and entire communities at the local level in the emigrant societies as well as in the receiving societies. The migration is changing not only the lives of individuals but whole communities and societies, as well as social relations; it is also shifting the cultural patterns and bringing important social transformations (Castles 2010). This of course raises a number of questions, problems and issues ranging from human rights violations to literary achievements. Some of these are addressed by the authors in this thematic issue.The title “Many faces of migration”, connecting contributions in this special issue, is borrowed from the already mentioned Gallup Institute’s report on global migration (Esipova, 2011). The guiding principle in the selection of the contributions has been their diversity, reflected also in the list of disciplines represented by the authors: sociology, geography, ethnology and cultural anthropology, history, art history, modern Mediterranean studies, gender studies and media studies. Such an approach necessarily leads not only to a diverse, but at least seemingly also incompatible, perhaps even opposing views “on a given topic. However, we did not want to silence the voices of “other” disciplines, but within the reviewing procedures actually invited scientists from the fields represented by the contributors to this volume. The wealth of the selected contributions lies therefore not only in their coherence and complementarity, but also in the diversity of views, stories and interpretations.The paper of Zora Žbontar deals with the attitudes towards foreigners in ancient Greece, where the hospitality to strangers was considered so worthy a virtue that everyone was expected to “demonstrate hospitality and protection to any foreigner who has knocked on their door”. The contrast between the hospitality of ancient Greece and the modern emergence of xenophobia and ways of dealing with migration issues in economically developed countries is especially challenging. “In an open gesture of hospitality to strangers the ancient Greeks showed their civilization”.Although the aforementioned research by the United Nations and Gallup Institute support some traditional stereotypes of the main global flows of migrants, and the areas about which the potential migrants “dream”, Bojan Baskar stresses the coexistence of different migratory desires, migration flows and their interpretations. In his paper he specifically focuses on overcoming and relativising stereotypes as well as theories of immobile and non-enterprising (Alpine) mountain populations and migrations.The different strategies of the crossing borders adopted by migrant women are studied by Mirjana Morokvasic. She marks them as true social innovators, inventing different ways of transnational life resulting in a bottom-up contribution to the integrative processes across Europe. Some of their innovations go as far as to shift diverse real and symbolic boundaries of belonging to a nation, gender, profession.Elaine Burroughs and Zoë O’Reilly highlight the close relations between the otherwise well-established terminology used in statistics and science to label immigrants in Ireland and elsewhere in EU, and the negative representations of certain types of migrants in politics and the public. The discussion focusses particularly on asylum seekers and illegal immigrants who come from outside the EU. The use of language can quickly become a political means of exclusion, therefore the authors propose the development and use of more considerate and balanced migration terminology.Damir Josipovič proposes a change of the focal point for identifying and interpreting the well-studied migrations in the former Yugoslavia. The author suggests changing the dualistic view of these migrations to an integrated, holistic view. Instead of a simplified understanding of these migrations as either international or domestic, voluntary or forced, he proposes a concept of pseudo-voluntary migrations.Maja Korać-Sanderson's contribution highlights an interesting phenomenon in the shift in the traditional patterns of gender roles. The conclusions are derived from the study of the family life of Chinese traders in transitional Serbia. While many studies suggest that child care in recent decades in immigrant societies is generally performed by immigrants, her study reveals that in Serbia, the Chinese merchants entrust the care of their children mostly to local middle class women. The author finds this switch of roles in the “division of labour” in the child care favourable for both parties involved.Francesco Della Puppa focuses on a specific part of the mosaic of contemporary migrations in the Mediterranean: the Bangladeshi immigrant community in the highly industrialized North East of Italy. The results of his in-depth qualitative study reveal the factors that shape this segment of the Bangladeshi diaspora, the experiences of migrants and the effects of migration on their social and biographical trajectories.John A. Schembri and Maria Attard present a snippet of a more typical Mediterranean migration process - immigration to Malta. The authors highlight the reduction in migration between Malta and the United Kingdom, while there is an increase in immigration to Malta from the rest of Europe and sub-Saharan Africa. Amongst the various impacts of immigration to Malta the extraordinary concentration of immigrant populations is emphasized, since the population density of Malta far exceeds that of nearly all other European countries.Miha Kozorog studies the link between migration and constructing their places of their origin. On the basis of Ardener’s theory the author expresses “remoteness” of the emigratory Slavia Friulana in terms of topology, in relation to other places, rather than in topography. “Remoteness” is formed in relation to the “outside world”, to those who speak of “remote areas” from the privileged centres. The example of an artistic event, which organizers aim “to open a place like this to the outside world”, “to encourage the production of more cosmopolitan place”, shows only the temporary effect of such event on the reduction of the “remoteness”.Jani Kozina presents a study of the basic temporal and spatial characteristics of migration “of people in creative occupations” in Slovenia. The definition of this specific segment of the population and approach to study its migrations are principally based on the work of Richard Florida. The author observes that people with creative occupations in Slovenia are very immobile and in this respect quite similar to other professional groups in Slovenia, but also to the people in creative professions in the Southern and Eastern Europe, which are considered to be among the least mobile in Europe. Detailed analyses show that the people in creative occupations from the more developed regions generally migrate more intensely and are also more willing to relocate.Mojca Pajnik and Veronika Bajt study the experiences of migrant women with the access to the labour market in Slovenia. Existing laws and policies push the migrants into a position where, if they want to get to work, have to accept less demanding work. In doing so, the migrant women are targets of stereotyped reactions and practices of discrimination on the basis of sex, age, attributed ethnic and religious affiliation, or some other circumstances, particularly the fact of being migrants. At the same time the latter results in the absence of any protection from the state.Migration studies often assume that the target countries are “modern” and countries of origin “traditional”. Anıl Al- Rebholz argues that such a dichotomous conceptualization of modern and traditional further promotes stereotypical, essentialist and homogenizing images of Muslim women in the “western world”. On the basis of biographical narratives of young Kurdish and Moroccan women as well as the relationships between mothers and daughters, the author illustrates a variety of strategies of empowerment of young women in the context of transnational migration.A specific face of migration is highlighted in the text of Svenka Savić, namely the face of artistic migration between Slovenia and Serbia after the Second World War. The author explains how more than thirty artists from Slovenia, with their pioneering work in three ensembles (opera, ballet and theatre), significantly contributed to the development of the performing arts in the Serbian National Theatre in Novi Sad.We believe that in the present thematic issue we have succeeded in capturing an important part of the modern European research dynamic in the field of migration. In addition to well-known scholars in this field several young authors at the beginning their research careers have been shortlisted for the publication. We are glad of their success as it bodes a vibrancy of this research area in the future. At the same time, we were pleased to receive responses to the invitation from representatives of so many disciplines, and that the number of papers received significantly exceeded the maximum volume of the journal. Recognising and understanding of the many faces of migration are important steps towards the comprehensive knowledge needed to successfully meet the challenges of migration issues today and even more so in the future. It is therefore of utmost importance that researchers find ways of transferring their academic knowledge into practice – to all levels of education, the media, the wider public and, of course, the decision makers in local, national and international institutions. The call also applies to all authors in this issue of the journal.

Temporary or permanent, local or international, voluntary or forced, legal or illegal, registered or unregistered migrations of individuals, whole communities or individual groups are an important factor in constructing and modifying (modern) societies. The extent of international migrations is truly immense. At the time of the preparation of this publication more than 200 million people have been involved in migrations in a single year according to the United Nations. Furthermore, three times more wish to migrate, mostly from sub-Saharan Africa towards some of the most economically developed areas of the world according to the estimates by the Gallup Institute (Esipova, 2011). Some authors, although aware that it is not a new phenomenon, talk about the era of migration (Castles, Miller, 2009) or the globalization of migration (Friedman, 2004). The global dimensions of migration are definitely influenced also by the increasingly visible features of modern societies like constantly changing conditions, instability, fluidity, uncertainty etc. (Beck, 2009; Bauman, 2002).The extent, direction, type of migrations and their consequences are affected by many social and natural factors in the areas of emigration and immigration. In addition, researchers from many scientific disciplines who study migrations have raised a wide range of research questions (Boyle, 2009, 96), use a variety of methodological approaches and look for different interpretations in various spatial, temporal and contextual frameworks. The migrations are a complex, multi-layered, variable, contextual process that takes place at several levels. Because of this, research on migrations has become an increasingly interdisciplinary field, since the topics and problems are so complex that they cannot be grasped solely and exclusively from the perspective of a single discipline or theory. Therefore, we are witnessing a profusion of different “faces of migration”, which is reflected and at the same time also contributed to by this thematic issue of the journal Ars & Humanitas.While mobility or migration are not new phenomena, as people have moved and migrated throughout the history of mankind, only recently, in the last few decades, has theoretical and research focus on them intensified considerably. In the last two decades a number of research projects, university programs and courses, research institutes, scientific conferences, seminars, magazines, books and other publications, involving research, academia as well as politics and various civil society organizations have emerged. This shows the recent exceptional interest in the issue of migration, both in terms of knowledge of the processes involved, their mapping in the history of mankind, as well as the theoretical development of migration studies and daily management of this politically sensitive issue.Migration affects many entities on many different levels: the individuals, their families and entire communities at the local level in the emigrant societies as well as in the receiving societies. The migration is changing not only the lives of individuals but whole communities and societies, as well as social relations; it is also shifting the cultural patterns and bringing important social transformations (Castles 2010). This of course raises a number of questions, problems and issues ranging from human rights violations to literary achievements. Some of these are addressed by the authors in this thematic issue.The title “Many faces of migration”, connecting contributions in this special issue, is borrowed from the already mentioned Gallup Institute’s report on global migration (Esipova, 2011). The guiding principle in the selection of the contributions has been their diversity, reflected also in the list of disciplines represented by the authors: sociology, geography, ethnology and cultural anthropology, history, art history, modern Mediterranean studies, gender studies and media studies. Such an approach necessarily leads not only to a diverse, but at least seemingly also incompatible, perhaps even opposing views “on a given topic. However, we did not want to silence the voices of “other” disciplines, but within the reviewing procedures actually invited scientists from the fields represented by the contributors to this volume. The wealth of the selected contributions lies therefore not only in their coherence and complementarity, but also in the diversity of views, stories and interpretations.The paper of Zora Žbontar deals with the attitudes towards foreigners in ancient Greece, where the hospitality to strangers was considered so worthy a virtue that everyone was expected to “demonstrate hospitality and protection to any foreigner who has knocked on their door”. The contrast between the hospitality of ancient Greece and the modern emergence of xenophobia and ways of dealing with migration issues in economically developed countries is especially challenging. “In an open gesture of hospitality to strangers the ancient Greeks showed their civilization”.Although the aforementioned research by the United Nations and Gallup Institute support some traditional stereotypes of the main global flows of migrants, and the areas about which the potential migrants “dream”, Bojan Baskar stresses the coexistence of different migratory desires, migration flows and their interpretations. In his paper he specifically focuses on overcoming and relativising stereotypes as well as theories of immobile and non-enterprising (Alpine) mountain populations and migrations.The different strategies of the crossing borders adopted by migrant women are studied by Mirjana Morokvasic. She marks them as true social innovators, inventing different ways of transnational life resulting in a bottom-up contribution to the integrative processes across Europe. Some of their innovations go as far as to shift diverse real and symbolic boundaries of belonging to a nation, gender, profession.Elaine Burroughs and Zoë O’Reilly highlight the close relations between the otherwise well-established terminology used in statistics and science to label immigrants in Ireland and elsewhere in EU, and the negative representations of certain types of migrants in politics and the public. The discussion focusses particularly on asylum seekers and illegal immigrants who come from outside the EU. The use of language can quickly become a political means of exclusion, therefore the authors propose the development and use of more considerate and balanced migration terminology.Damir Josipovič proposes a change of the focal point for identifying and interpreting the well-studied migrations in the former Yugoslavia. The author suggests changing the dualistic view of these migrations to an integrated, holistic view. Instead of a simplified understanding of these migrations as either international or domestic, voluntary or forced, he proposes a concept of pseudo-voluntary migrations.Maja Korać-Sanderson's contribution highlights an interesting phenomenon in the shift in the traditional patterns of gender roles. The conclusions are derived from the study of the family life of Chinese traders in transitional Serbia. While many studies suggest that child care in recent decades in immigrant societies is generally performed by immigrants, her study reveals that in Serbia, the Chinese merchants entrust the care of their children mostly to local middle class women. The author finds this switch of roles in the “division of labour” in the child care favourable for both parties involved.Francesco Della Puppa focuses on a specific part of the mosaic of contemporary migrations in the Mediterranean: the Bangladeshi immigrant community in the highly industrialized North East of Italy. The results of his in-depth qualitative study reveal the factors that shape this segment of the Bangladeshi diaspora, the experiences of migrants and the effects of migration on their social and biographical trajectories.John A. Schembri and Maria Attard present a snippet of a more typical Mediterranean migration process - immigration to Malta. The authors highlight the reduction in migration between Malta and the United Kingdom, while there is an increase in immigration to Malta from the rest of Europe and sub-Saharan Africa. Amongst the various impacts of immigration to Malta the extraordinary concentration of immigrant populations is emphasized, since the population density of Malta far exceeds that of nearly all other European countries.Miha Kozorog studies the link between migration and constructing their places of their origin. On the basis of Ardener’s theory the author expresses “remoteness” of the emigratory Slavia Friulana in terms of topology, in relation to other places, rather than in topography. “Remoteness” is formed in relation to the “outside world”, to those who speak of “remote areas” from the privileged centres. The example of an artistic event, which organizers aim “to open a place like this to the outside world”, “to encourage the production of more cosmopolitan place”, shows only the temporary effect of such event on the reduction of the “remoteness”.Jani Kozina presents a study of the basic temporal and spatial characteristics of migration “of people in creative occupations” in Slovenia. The definition of this specific segment of the population and approach to study its migrations are principally based on the work of Richard Florida. The author observes that people with creative occupations in Slovenia are very immobile and in this respect quite similar to other professional groups in Slovenia, but also to the people in creative professions in the Southern and Eastern Europe, which are considered to be among the least mobile in Europe. Detailed analyses show that the people in creative occupations from the more developed regions generally migrate more intensely and are also more willing to relocate.Mojca Pajnik and Veronika Bajt study the experiences of migrant women with the access to the labour market in Slovenia. Existing laws and policies push the migrants into a position where, if they want to get to work, have to accept less demanding work. In doing so, the migrant women are targets of stereotyped reactions and practices of discrimination on the basis of sex, age, attributed ethnic and religious affiliation, or some other circumstances, particularly the fact of being migrants. At the same time the latter results in the absence of any protection from the state.Migration studies often assume that the target countries are “modern” and countries of origin “traditional”. Anıl Al- Rebholz argues that such a dichotomous conceptualization of modern and traditional further promotes stereotypical, essentialist and homogenizing images of Muslim women in the “western world”. On the basis of biographical narratives of young Kurdish and Moroccan women as well as the relationships between mothers and daughters, the author illustrates a variety of strategies of empowerment of young women in the context of transnational migration.A specific face of migration is highlighted in the text of Svenka Savić, namely the face of artistic migration between Slovenia and Serbia after the Second World War. The author explains how more than thirty artists from Slovenia, with their pioneering work in three ensembles (opera, ballet and theatre), significantly contributed to the development of the performing arts in the Serbian National Theatre in Novi Sad.We believe that in the present thematic issue we have succeeded in capturing an important part of the modern European research dynamic in the field of migration. In addition to well-known scholars in this field several young authors at the beginning their research careers have been shortlisted for the publication. We are glad of their success as it bodes a vibrancy of this research area in the future. At the same time, we were pleased to receive responses to the invitation from representatives of so many disciplines, and that the number of papers received significantly exceeded the maximum volume of the journal. Recognising and understanding of the many faces of migration are important steps towards the comprehensive knowledge needed to successfully meet the challenges of migration issues today and even more so in the future. It is therefore of utmost importance that researchers find ways of transferring their academic knowledge into practice – to all levels of education, the media, the wider public and, of course, the decision makers in local, national and international institutions. The call also applies to all authors in this issue of the journal.

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). 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It was the Canadian philosopher Marshall McLuhan who first introduced the term ‘global village’ into the lexicon, almost fifty years ago. He was referring to the phenomenon of global interconnectedness of which we are all too aware today. At that time, we were witnessing the world just opening up. In 1946, British Airways had commenced a twice weekly service from London to New York. The flight involved one or two touch downs en-route and took a scheduled 19 hours and 45 minutes. By the time McLuhan had published his book “Understanding media; the extensions of man”, there were regular services by jet around the globe. London to Sydney was travelled in just under 35 hours. Moving forward to a time immediately pre-covid, there were over 30 non-stop flights a day in each direction between London and New York. The travel time from London to Sydney had been cut by a third, to slightly under 22 hours, with just one touchdown en-route. The world has well and truly ‘opened up’. No place is unreachable by regular services. But that is just one part of the picture. In 1962, the very first live television pictures were transmitted across the Atlantic, via satellite. It was a time when sports’ fans would tune in besides a crackling radio set to hear commentary of their favourite game relayed from the other side of the world. Today of course, not only can we watch a live telecast of the Olympic Games in the comfort of our own homes wherever the games are being held, but we can pick up a telephone and talk face to face with friends and relatives in real time, wherever they may be in the world. To today’s generation – generation Z – this does not seem in the least bit remarkable. Indeed, they have been nicknamed ‘the connected generation’ precisely because such a degree of human interconnectedness no longer seems worth commenting on. The media technology and the transport advances that underpin this level of connectedness, have become taken for granted assumptions to them. This is why the global events of 2020 and the associated public health related reactions, have proved to be so remarkable to them. It is mass travel and the closeness and variety of human contact in day-to-day interactions, that have provided the breeding ground for the pandemic. Consequently, moving around and sharing close proximity with many strangers, have been the activities that have had to be curbed, as the initial primary means to manage the spread of the virus. This has caused hardship to many, either through the loss of a job and the associated income or, the lengthy enforced separation from family and friends – for the many who find themselves living and working far removed from their original home. McLuhan’s powerful metaphor was ahead of its time. His thoughts were centred around media and electronic communications well prior to the notion of a ‘physical’ pandemic, which today has provided an equally potent image of how all of our fortunes have become intertwined, no matter where we sit in the world. Yet it is this event which seems paradoxically to have for the first time forced us to consider more closely the path of progress pursued over the last half century. It is as if we are experiencing for the first time the unleashing of powerful and competing forces, which are both centripetal and centrifugal. On the one hand we are in a world where we have a World Health Organisation. This is a body which has acted as a global force, first declaring the pandemic and subsequently acting in response to it as a part of its brief for international public health. It has brought the world’s scientists and global health professionals together to accelerate the research and development process and develop new norms and standards to contain the spread of the coronavirus pandemic and help care for those affected. At the same time, we have been witnessing nations retreating from each other and closing their borders in order to restrict the interaction of their citizens with those from other nations around the world. We have perceived that danger and risk are increased by international travel and human to human interaction. As a result, increasingly communication has been carried out from the safety and comfort of one’s own home, with electronic media taking the place of personal interaction in the real world. The change to the media dominated world, foreseen by McLuhan a half century ago, has been hastened and consolidated by the threats posed by Covid 19. Real time interactions can be conducted more safely and more economically by means of the global reach of the internet and the ever-enhanced technologies that are being offered to facilitate that. Yet at a geopolitical level prior to Covid 19, the processes of globalism and nationalism were already being recognised as competing forces. In many countries, tensions have emerged between those who are benefitting from the opportunities presented by the development of free trade between countries and those who are invested in more traditional ventures, set in their own nations and communities. The emerging beneficiaries have become characterised as the global elites. Their demographic profile is one associated with youth, education and progressive social ideas. However, they are counter-balanced by those who, rather than opportunities, have experienced threats from the disruptions and turbulence around them. Among the ideas challenged, have been the expected certainties of employment, social values and the security with which many grew up. Industries which have been the lifeblood of their communities are facing extinction and even the security of housing and a roof over the heads of self and family may be under threat. In such circumstances, some people may see waves of new immigrants, technology, and changing social values as being tides which need to be turned back. Their profile is characterised by a demographic less equipped to face such changes - the more mature, less well educated and less mobile. Yet this tension appears to be creating something more than just the latest version of the generational divide. The recent clashes between Republicans and Democrats in the US have provided a very potent example of these societal stresses. The US has itself exported some of these arenas of conflict to the rest of the world. Black lives Matter and #Me too, are social movements with their foundation in the US which have found their way far beyond the immediate contexts which gave them birth. In the different national settings where these various tensions have emerged, they have been characterised through labels such as left and right, progressive and traditional, the ‘haves’ versus the ‘have nots’ etc. Yet common to all of this growing competitiveness between ideologies and values is a common thread. The common thread lies in the notion of competition itself. It finds itself expressed most potently in the spread and adoption of ideas based on what has been termed the neoliberal values of the free market. These values have become ingrained in the language and concepts we employ every day. Thus, everything has a price and ultimately the price can be represented by a dollar value. We see this process of commodification around us on a daily basis. Sports studies’ scholars have long drawn attention to its continuing growth in the world of sport, especially in situations when it overwhelms the human characteristics of the athletes who are at the very heart of sport. When the dollar value of the athlete and their performance becomes more important than the individual and the game, then we find ourselves at the heart of some of the core problems reported today. It is at the point where sport changes from an experience, where the athletes develop themselves and become more complete persons experiencing positive and enriching interactions with fellow athletes, to an environment where young athletes experience stress and mental and physical ill health as result of their experiences. Those who are supremely talented (and lucky?) are rewarded with fabulous riches. Others can find themselves cast out on the scrap heap as a result of an unfair selection process or just the misfortune of injury. Sport as always, has proved to be a mirror of life in reflecting this process in the world at large, highlighting the heights that can be climbed by the fortunate as well as the depths that can be plumbed by the ill-fated. Advocates of the free-market approach will point to the opportunities it can offer. Figures can show that in a period of capitalist organised economies, there has been an unprecedented reduction in the amount of poverty in the world. Despite rapid growth in populations, there has been some extraordinary progress in lifting people out of extreme poverty. Between 1990 and 2010, the numbers in poverty fell by half as a share of the total population in developing countries, from 43% to 21%—a reduction of almost 1 billion people (The Economist Leader, June 1st, 2013). Nonetheless the critics of capitalism will continue to point to an increasing gap between the haves and don’t haves and specifically a decline in the ‘middle classes’, which have for so long provided the backbone of stable democratic societies. This delicate balance between retreating into our own boundaries as a means to manage the pandemic and resuming open borders to prevent economic damage to those whose businesses and employment depend upon the continuing movement of people and goods, is one which is being agonised over at this time in liberal democratic societies around the world. The experience of the pandemic has varied between countries, not solely because of the strategies adopted by politicians, but also because of the current health systems and varying social and economic conditions of life in different parts of the world. For many of us, the crises and social disturbances noted above have been played out on our television screens and websites. Increasingly it seems that we have been consuming our life experiences in a world dominated by our screens and sheltered from the real messiness of life. Meanwhile, in those countries with a choice, the debate has been between public health concerns and economic health concerns. Some have argued that the two are not totally independent of each other, while others have argued that the extent to which they are seen as interrelated lies in the extent to which life’s values have themselves become commodified. Others have pointed to the mental health problems experienced by people of all ages as a result of being confined for long periods of time within limited spaces and experiencing few chances to meet with others outside their immediate household. Still others have experienced different conditions – such as the chance to work from home in a comfortable environment and be freed from the drudgery of commuting in crowded traffic or public transport. So, at a national/communal level as well as at an individual level, this international crisis has exposed people to different decisions. It has offered, for many, a chance to recalibrate their lives. Those who have the resources, are leaving the confines of the big capital cities and seeking a healthier and less turbulent existence in quieter urban centres. For those of us in what can be loosely termed ‘an information industry’, today’s work practices are already an age away from what they were in pre-pandemic times. Yet again, a clear split is evident. The notion of ‘essential industries’ has been reclassified. The delivery of goods, the facilitation of necessary purchase such as food; these and other tasks have acquired a new significance which has enhanced the value of those who deliver these services. However, for those whose tasks can be handled via the internet or offloaded to other anonymous beings a readjustment of a different kind is occurring. So to the future - for those who have suffered ill-health and lost loved ones, the pandemic only reinforces the human priority. Health and well-being trumps economic health and wealth where choices can be made. The closeness of human contact has been reinforced by the tales of families who have been deprived of the touch of their loved ones, many of whom still don’t know when that opportunity will be offered again. When writing our editorial, a year ago, I little expected to be still pursuing a Covid related theme today. Yet where once we were expecting to look back on this time as a minor hiccough, with normal service being resumed sometime last year, it has not turned out to be that way. Rather, it seems that we have been offered a major reset opportunity in the way in which we continue to progress our future as humans. The question is, will we be bold enough to see the opportunity and embrace a healthier more equitable more locally responsible lifestyle or, will we revert to a style of ‘progress’ where powerful countries, organisations and individuals continue to amass increased amounts of wealth and influence and become increasingly less responsive to the needs of individuals in the throng below. Of course, any retreat from globalisation as it has evolved to date, will involve disruption of a different kind, which will inevitably lead to pain for some. It seems inevitable that any change and consequent progress is going to involve winners and losers. Already airline companies and the travel industry are putting pressure on governments to “get back to normal” i.e. where things were previously. Yet, in the shadow of widespread support for climate activism and the extinction rebellion movement, reports have emerged that since the lockdowns air pollution has dropped dramatically around the world – a finding that clearly offers benefits to all our population. In a similar vein the impossibility of overseas air travel in Australia has resulted in a major increase in local tourism, where more inhabitants are discovering the pleasures of their own nation. The transfer of their tourist and holiday dollars from overseas to local tourist providers has produced at one level a traditional zero-sum outcome, but it has also been accompanied by a growing appreciation of local citizens for the wonders of their own land and understanding of the lives of their fellow citizens as well as massive savings in foregone air travel. Continuing to define life in terms of competition for limited resources will inevitably result in an ever-continuing run of zero-sum games. Looking beyond the prism of competition and personal reward has the potential to add to what Michael Sandel (2020) has termed ‘the common good’. Does the possibility of a reset, offer the opportunity to recalibrate our views of effort and reward to go beyond a dollar value and include this important dimension? How has sport been experiencing the pandemic and are there chances for a reset here? An opinion piece from Peter Horton in this edition, has highlighted the growing disconnect of professional sport at the highest level from the communities that gave them birth. Is this just another example of the outcome of unrestrained commodification? Professional sport has suffered in the pandemic with the cancelling of fixtures and the enforced absence of crowds. Yet it has shown remarkable resilience. Sport science staff may have been reduced alongside all the auxiliary workers who go to make up the total support staff on match days and other times. Crowds have been absent, but the game has gone on. Players have still been able to play and receive the support they have become used to from trainers, physiotherapists and analysts, although for the moment there may be fewer of them. Fans have had to rely on electronic media to watch their favourites in action– but perhaps that has just encouraged the continuing spread of support now possible through technology which is no longer dependent on personal attendance through the turnstile. Perhaps for those committed to the watching of live sport in the outdoors, this might offer a chance for more attention to be paid to sport at local and community levels. Might the local villagers be encouraged to interrelate with their hometown heroes, rather than the million-dollar entertainers brought in from afar by the big city clubs? To return to the village analogy and the tensions between global and local, could it be that the social structure of the village has become maladapted to the reality of globalisation? If we wish to retain the traditional values of village life, is returning to our village a necessary strategy? If, however we see that today the benefits and advantages lie in functioning as one single global community, then perhaps we need to do some serious thinking as to how that community can function more effectively for all of its members and not just its ‘elites’. As indicated earlier, sport has always been a reflection of our society. Whichever way our communities decide to progress, sport will have a place at their heart and sport scholars will have a place in critically reflecting the nature of the society we are building. It is on such a note that I am pleased to introduce the content of volume 43:1 to you. We start with a reminder from Hoyoon Jung of the importance of considering the richness provided by a deep analysis of context, when attempting to evaluate and compare outcomes for similar events. He examines the concept of nation building through sport, an outcome that has been frequently attributed to the conduct of successful events. In particular, he examines this outcome in the context of the experiences of South Africa and Brazil as hosts of world sporting events. The mega sporting event that both shared was the FIFA world cup, in 2010 and 2014 respectively. Additional information could be gained by looking backwards to the 1995 Rugby World Cup in the case of South Africa and forward to the 2016 Olympics with regard to Brazil. Differentiating the settings in terms of timing as well as in the makeup of the respective local cultures, has led Jung to conclude that a successful outcome for nation building proved possible in the case of South Africa. However, different settings, both economically and socially, made it impossible for Brazil to replicate the South African experience. From a globally oriented perspective to a more local one, our second paper by Rafal Gotowski and Marta Anna Zurawak examines the growth and development, with regard to both participation and performance, of a more localised activity in Poland - the Nordic walking marathon. Their analysis showed that this is a locally relevant activity that is meeting the health-related exercise needs of an increasing number of people in the middle and later years, including women. It is proving particularly beneficial as an activity due to its ability to offer a high level of intensity while reducing the impact - particularly on the knees. The article by Petr Vlček, Richard Bailey, Jana Vašíčková XXABSTRACT Claude Scheuer is also concerned with health promoting physical activity. Their focus however is on how the necessary habit of regular and relevant physical activity is currently being introduced to the younger generation in European schools through the various physical education curricula. They conclude that physical education lessons, as they are currently being conducted, are not providing the needed 50% minimum threshold of moderate to vigorous physical activity. They go further, to suggest that in reality, depending on the physical education curriculum to provide the necessary quantum of activity within the child’s week, is going to be a flawed vision, given the instructional and other objectives they are also expected to achieve. They suggest implementing instead an ‘Active Schools’ concept, where the PE lessons are augmented by other school-based contexts within a whole school programme of health enhancing physical activity for children. Finally, we step back to the global and international context and the current Pandemic. Eric Burhaein, Nevzt Demirci, Carla Cristina Vieira Lourenco, Zsolt Nemeth and Diajeng Tyas Pinru Phytanza have collaborated as a concerned group of physical educators to provide an important international position statement which addresses the role which structured and systematic physical activity should assume in the current crisis. This edition then concludes with two brief contributions. The first is an opinion piece by Peter Horton which provides a professional and scholarly reaction to the recent attempt by a group of European football club owners to challenge the global football community and establish a self-governing and exclusive European Super League. It is an event that has created great alarm and consternation in the world of football. Horton reflects the outrage expressed by that community and concludes: While recognising the benefits accruing from well managed professionalism, the essential conflict between the values of sport and the values of market capitalism will continue to simmer below the surface wherever sport is commodified rather than practised for more ‘intrinsic’ reasons. We conclude however on a more celebratory note. We are pleased to acknowledge the recognition achieved by one of the members of our International Review Board. The career and achievements of Professor John Wang – a local ‘scholar’- have been recognised in his being appointed as the foundation E.W. Barker Professor in Physical Education and Sport at the Nanyang Technological University. This is a well-deserved honour and one that reflects the growing stature of the Singapore Physical Education and Sports Science community within the world of International Sport Studies. John Saunders Brisbane, June 2021

Adolescent immigrant English learners who enter U.S. schools at the secondary level are faced with challenges that distinguish their experience in second language acquisition from that of children and adults. Some of the challenges they face include limited time to acquire academic English proficiencey in reading and writing, difficulty in assimilating into English speaking American culture, and limited programs and services at the secondary level.