Gotowa bibliografia na temat „Students from migration”

Thesis (PhD) - Faculty of Higher Education, Lilydale, Swinburne University of Technology, 2009.<br>Thesis submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Faculty of Higher Education, Lilydale, Swinburne University of Technology - 2009. Typescript. Includes bibliographical references (p. ??-??)

This study explores a form of transnational economy that involves cross border movements of students, families and business people that are motivated by education. A main objective of the study is to explore the interplay of structural factors and the agency of migrants in the development of this industry. Using interview data collected in Seoul, Korea and Vancouver, Canada, this study demonstrates that the globalization of the international education industry is not simply an economic process but a by-product of complex relations between many economic and non-economic factors. The intensification of globalization in general, and the rise of neo-liberalism in particular, have introduced macro structural changes in the political economies of both Korea and Canada that have had important implications for growth in the education industry. The role of nation-states is critical in that both Korean and Canadian national governments have delivered more relaxed policies regulating international migration and educational flows between the two countries. At the local level, both public and post-secondary educational institutions in Vancouver have become actively engaged in recruiting fee-paying international students. Ordinary migrants, both permanent residents and temporary visitors, play an important role in promoting Canadian education in the global market as well. The successful recruitment activities of local schools (and school boards) have been facilitated by Korean international education agencies operating in Vancouver. Relying on close social and cultural linkages between Korea and Canada, the transnational entrepreneurial activities of Korean immigrants demonstrate how globalization actually works in practice. With strong motivation and spatial mobility, the rising demands of Korean students and their parents have also been an important precursor of recent industrial growth. This seemingly smooth growth of the international education industry between Seoul and Vancouver, however, masks more complex dynamics of the process. I provide four critiques on taken-for-granted approaches towards neo-liberalism and economic globalization. Exploring immigrant participation at the heart of the knowledge economy (education), this study also asks if the entrepreneurial opportunities that are being cultivated by Korean-immigrants represent an innovative shift from traditional and low-level ethnic niche economies toward more lucrative opportunities.

Ces dernières années, la vague de retours au pays d’origine des descendants de migrants burkinabè nés et/ou ayant passé une grande partie de leur enfance en Côte d’Ivoire s’est intensifiée, notamment en ce qui concerne les jeunes scolaires et les étudiants. Dans le contexte burkinabè, le vocable « diaspo » est utilisé pour les désigner. Cette recherche porte sur la situation de ce groupe de jeunes burkinabè venus de Côte d’Ivoire, pour poursuivre leurs études supérieures au Burkina Faso. Ils appartiennent le plus souvent à la deuxième et à la troisième génération de migrants burkinabè en Côte d’Ivoire. Ce travail analyse leurs trajectoires sociales et scolaires, en essayant de montrer comment leurs itinéraires sont divers, non linéaires et multidirectionnels. L’histoire de chaque retour met en scène, à travers l’étudiant « diaspo », une multiplicité de sphères (familiale, économique, universitaire) et de logiques migratoires. L’étude vise à faire ressortir ces logiques qui structurent les parcours des descendants de migrants, en regard de l’histoire migratoire de leurs parents, primo-migrants. Dans la mesure où l’acte de retour implique plusieurs acteurs et, en premier lieu, la famille, la décision du retour au pays d’origine apparaît comme un processus à long terme, qui peut se faire sous l’injonction des parents, sur les conseils d’une personne extérieure à la famille, par l’influence des pairs, etc. C’est dans ce contexte que le rôle de l’étudiant « diaspo » devra être analysé.Le contact avec le pays d’origine situe les « diaspo » dans un rapport inégalitaire avec ceux qu’ils viennent trouver « sur place », c’est-à-dire « les premiers occupants », en particulier leurs pairs nés et restés au pays. Cette rencontre fait apparaître des distinctions entre les Burkinabè de « l’intérieur » et ceux (re)venus de « l’extérieur ». Les descendants de migrants burkinabè subissent le paradoxe d’une société burkinabè qui développe en eux le sentiment d’être étrangers à la fois dans leur pays de naissance (Côte d’Ivoire) et dans leur pays d’origine (Burkina Faso).Face à cette situation, ces jeunes développent des logiques de distinctions (individuelles et/ou collectives) et d’affirmation de soi, par lesquelles ils parviennent à prendre le contrôle de leurs réseaux d’appartenance et à se rendre visibles dans les espaces universitaires (cité, campus, restaurants) et dans le monde social ouagalais. Ce sont des réseaux multiformes, allant des syndicats étudiants aux partis politiques et autres organisations de la « société civile burkinabè », en passant par les associations étudiantes et religieuses. Ces espaces de rencontre sont des lieux d’entraide et de solidarité et ouvrent à diverses formes de rétributions symboliques et matérielles attendues. L’investissement dans l’univers de la débrouille, en plus d’être un moyen de survie et d’autonomisation, introduit les « diaspo » dans l’apprentissage des rapports sociaux au Burkina, dans une dynamique d’insertion sociale par le bas. Ces pratiques expriment un besoin de reconnaissance de soi et de son expérience migratoire. Le projet migratoire, qui se décline alors en plusieurs facettes, en plus des études, est sans cesse soumis à des réajustements au long du parcours en fonction des contextes<br>In recent years the number of people who originated from Burkina Faso and who have been returning there after migrating to Ivory Coast or being born and raised there, has been increasing sharply; and this is particularly true of school children and students. The Burkinabe use the term “diaspo” to describe them. Present research concerns the situation of this group of youths from Burkina Faso returning from Côte d’Ivoire to go to the university in Burkina Faso. They are usually second and third generation descendants of migrants to Côte d’Ivoire. This work analyses their social and schooling course which is diverse, non-linear and multidirectional. These returning “diaspo” students illustrate numerous situations (family, economic, education) and migratory rationales. The study aims at underlining the reasoning that underlies the actions of these descendants of migrants and in particular pertaining to the migratory history of their parents, the primary migrants. Since returning implies several actors starting with family members, the decision to return to the native country appears as a long term process influenced by the will of parents, the advice of other persons, the influence of their peers etc., hence the need to analyse the “diaspo” student’s role.Contact with their country of origin places the “diaspo” on an unequal footing with those already there, i.e. the “first occupants”, in particular their peers born in the country and who stayed there. This coming together exposes the differences between Burkinabe from the “interior” and those coming or returning from outside. The descendants of the Burkinabe migrants are subject to the paradox of feeling like strangers both in the country in which they were born (Côte d’Ivoire) and their country of origin (Burkina Faso).Given this situation, these young people develop reasons (individual and/or collective) to stand out and assert themselves and by doing so manage to take control of the networks of their peer group and to make themselves visible in their university life (city, campus, restaurants) and in Ouaga’s social world. These networks are multiple, comprising student unions, political parties and other “organisations of Burkinabe civil society”, as well as student and religious associations. These forums to meet open up the possibility for solidarity and helping through symbolic and practical contributions towards their needs. Investment in the world of resourcefulness is not only a means of survival and self-sufficiency, it also initiates the “diaspo” to the Burkinabe social relationships through a dynamic process that starts from the bottom. These doings express the need for acknowledgement of one’s self and of one’s migration experience. The migratory project which, not-with-standing the studies, presents many profiles, is subject to constant adjustments all along the course of events and is dependent on the contexts

Les travaux s'intéressant aux enseignant·e·s issu·e·s de la migration sont encore peu nombreux. Ceux qui traitent de la scolarité des élèves issu·e·s de la migration procèdent fréquemment d'une approche par les facteurs de risque et mettent en évidence des mécanismes contribuant à la perpétuation d'inégalités scolaires. Nous avons souhaité pour notre part privilégier une entrée par les facteurs de protection et les mécanismes de résilience qui peuvent s'avérer efficaces pour favoriser la réussite éducative et scolaire des élèves issu·e·s de la migration au point de les amener à s'engager dans une carrière d'enseignant·e·s. Cette recherche s'appuie sur 42 entretiens réalisés auprès de 36 futurs enseignant·e·s et enseignant·e·s novices de l'enseignement primaire issu·e·s de la migration. Son originalité réside en un double regard porté sur la scolarité des élèves issu·e·s de la migration. Le premier est rétrospectif et propose un retour réflexif de ces enseignant·e·s sur leur propre trajectoire de formation, les obstacles rencontrés et les facteurs qui leur ont permis, en dépit de la présence d'obstacles, d'accomplir un parcours de formation certes sinueux, mais néanmoins marqué par la réussite. Le second se centre sur la scolarité des élèves issu·e·s de la migration qu'ils·elles sont amené·e·s à rencontrer dans le cadre de leurs stages et de leurs premières expériences d'enseignement et vise à identifier des sources de malentendus et des formes de discrimination. Enfin, la recherche aborde également l'incidence de l'appartenance à la migration sur l'accès au métier, la perception de la confiance accordée par différentes parties prenantes du système éducatif et la question de la légitimité perçue pour intervenir auprès des usagers de l'école, issus ou non de la migration. Les résultats montrent la persistance dans le temps de préjugés, stéréotypes et discriminations susceptibles de contribuer à développer des formes d'inégalité touchant les élèves issu·e·s de la migration. Ils mettent en évidence une grande sensibilité interculturelle des enseignant·e·s issu·e·s de la migration et montrent également que certains facteurs de protection s'avèrent efficaces et qu'ils peuvent faire l'objet de propositions concrètes. Certaines d'entre elles s'adressent directement aux élèves et aux enseignant·e·s. La plupart cependant sont orientées vers les parents et accordent une importance particulière à la clarté de la communication entre école et familles. Concernant l'accès au métier, l'analyse des données fait ressortir que certains préjugés et réticences concernant les compétences des élèves issu·e·s de la migration sont également présents au moment d'engager des enseignants issu·e·s de la migration. Par ailleurs la légitimité professionnelle évoquée par ces enseignant·e·s est liée à l'obtention de leur diplôme et nous notons qu'ils·elles résistent à l'idée de faire l'objet d'une assignation sociale limitant leur activité auprès des élèves issu·e·s de la migration. Paradoxalement cependant, les enseignant·e·s interrogé·e·s manifestent également certaines craintes à l'idée d'une insertion professionnelle dans un contexte caractérisé par une forte majorité de population non issue de la migration<br>The research focusing on teachers from migratory backgrounds is scarce. Those addressing the school experience of students from migration often take a risk-factor approach, and highlight mechanisms contributing to the perpetuation of educational inequalities. Our purpose was to focus on protective factors and resilience processes that can prove effective in promoting the educational and school achievement of students from migratory backgrounds, to the point of leading them to get involved in a teaching career. This research is based on 42 interviews with 36 prospective and newly appointed primary school teachers from migratory backgrounds. Its originality lies in a dual approach to the schooling of students from migration. The first perspective is retrospective, offering these teachers reflective insights into their own training trajectory, the obstacles they encountered and the factors that enabled them, despite the presence of obstacles, to complete a training path that was admittedly winding, but nonetheless successfully achieved. The second perspective focuses on the schooling of students from migratory backgrounds, whom they were in contact during their internships or during their first teaching experiences. It aims to identify sources of misunderstandings and potential forms of discrimination. Finally, the study also addresses the impact of migration on access to the profession, perceptions of trust from various stakeholders within the education system, and the perceived legitimacy to intervene with school users, whether or not from a migratory background. The findings show the persistence over time of prejudices, stereotypes and discrimination over time likely to contribute to the development of inequalities affecting students from migratory background. They highlight a high level of intercultural sensitivity among teachers from migratory backgrounds, and also show that some protective factors prove effective and can lead to concrete proposals. Some of them are directed at students and teachers. However, most are aimed at parents, emphasizing clear communication between school and families. Concerning access to the teaching profession, data analyses show that certain prejudices and reservations regarding the skills of students from migratory backgrounds also impact their hiring process. Furthermore, the professional legitimacy evoked by these teachers is linked to their diplomas, and we note that they resist the idea of being subjected to a social assignment limiting their activity with migrant students. Paradoxically, however, the interviewed teachers also express fears about the idea of professional integration in a context characterized by a large majority of non-migratory population

The flow of Chinese international students to the US is a long-standing phenomenon that has lasted for more than a century. Such popularity has been growing on a larger scale in the last two decade until the Covid-19 pandemic. Wondering on such sustained and augmenting heat of migration and mobility to the US, this study takes a biographical approach to explore the lives and experiences of today’s Chinese international students in the US by examining their mobility motives, lived experiences, reflections and reflexivities on their international mobility, and their future imagining and projecting. Among the extant studies, very few takes a holistic approach to investigate the whole international mobility experiences of Chinese international students. Most of them only focus on their horizontal relocation but overlook their vertical temporalities. This study introduces two backbone theoretical frameworks of youth transition to adulthood and migration/mobility to construe the biographical experiences of today’s Chinese international students in the US with a central aim of inquiring into what role international mobility plays in their transitions to adulthood and how they wield agency to navigate their mobility trajectories against contextual and structural constraints. Through international mobility, Chinese international students experience ‘double’ social changes from the rapidly-changing China to the ever-changing America and from the past to the future. Therefore, by examining how Chinese international students make transitions to adulthood, this study can also reflect the changes to social conditions in both China and the US and even to the extent of the whole world. Assuming that today’s Chinese international students growing up in a fast-changing society could be vastly different from their predecessors not long ago, this research adopts a qualitative research paradigm using in-depth interviews to collect empirical data in order to provide a rich understanding of the multiplicity and breadth of participants’ individual experiences, with various reflexive representations of the individuals’ narratives at the core of the study. Following an interpretivist-constructivist approach to analyze empirical data, this study finds out that today’s young Chinese international students practice international mobility to the US mainly for escaping social control in China and for an alternative transition process in a different social condition in which they believe they will be able to enjoy the course of studying, living and exploring, and after years of mobile lives in the US they incorporate spatial mobility into their imagining and projecting for future transition outcomes-making. And the analysis reveals that they value mobility highly and display an acute awareness of both the advantages and challenges of their mobile lives and refer to their lived experiences in both China and the US for their decision-making process concerning their future mobility trajectories in the hopes of securing both ‘good’ transition processes and ‘good’ transition outcomes. The significance of this study reaches beyond offering a landscape of today’s Chinese international students in the US to the extent that valuable theoretical implications can be contributed to the currently vigorous debate on youth transitions to adulthood while being on the move.<br>The flow of Chinese international students to the US is a long-standing phenomenon that has lasted for more than a century. Such popularity has been growing on a larger scale in the last two decade until the Covid-19 pandemic. Wondering on such sustained and augmenting heat of migration and mobility to the US, this study takes a biographical approach to explore the lives and experiences of today’s Chinese international students in the US by examining their mobility motives, lived experiences, reflections and reflexivities on their international mobility, and their future imagining and projecting. Among the extant studies, very few takes a holistic approach to investigate the whole international mobility experiences of Chinese international students. Most of them only focus on their horizontal relocation but overlook their vertical temporalities. This study introduces two backbone theoretical frameworks of youth transition to adulthood and migration/mobility to construe the biographical experiences of today’s Chinese international students in the US with a central aim of inquiring into what role international mobility plays in their transitions to adulthood and how they wield agency to navigate their mobility trajectories against contextual and structural constraints. Through international mobility, Chinese international students experience ‘double’ social changes from the rapidly-changing China to the ever-changing America and from the past to the future. Therefore, by examining how Chinese international students make transitions to adulthood, this study can also reflect the changes to social conditions in both China and the US and even to the extent of the whole world. Assuming that today’s Chinese international students growing up in a fast-changing society could be vastly different from their predecessors not long ago, this research adopts a qualitative research paradigm using in-depth interviews to collect empirical data in order to provide a rich understanding of the multiplicity and breadth of participants’ individual experiences, with various reflexive representations of the individuals’ narratives at the core of the study. Following an interpretivist-constructivist approach to analyze empirical data, this study finds out that today’s young Chinese international students practice international mobility to the US mainly for escaping social control in China and for an alternative transition process in a different social condition in which they believe they will be able to enjoy the course of studying, living and exploring, and after years of mobile lives in the US they incorporate spatial mobility into their imagining and projecting for future transition outcomes-making. And the analysis reveals that they value mobility highly and display an acute awareness of both the advantages and challenges of their mobile lives and refer to their lived experiences in both China and the US for their decision-making process concerning their future mobility trajectories in the hopes of securing both ‘good’ transition processes and ‘good’ transition outcomes. The significance of this study reaches beyond offering a landscape of today’s Chinese international students in the US to the extent that valuable theoretical implications can be contributed to the currently vigorous debate on youth transitions to adulthood while being on the move.

This study deals with skilled migration from a developing country perspective. The migration of skilled individuals from developing countries to developed countries is often viewed as a costly subsidy from the poor nations to the rich, and a threat to their economic development. The first part of the study brings up to date both the theoretical and the policy debate on the impact of skilled migration on the sending economies. The second purpose of the study is to take a closer look at the motivations for skilled emigration from Turkey. The emigration of skilled individuals from Turkey has attracted greater attention in recent years, particularly after the experience of back to back economic crises that have led to increased unemployment among the highly educated young. A survey study was undertaken during the first half of 2002 in order to collect information on various characteristics of Turkish professionals and Turkish students residing abroad. Over 2000 responses were received from the targeted populations. The information from this survey was then used to determine the empirical importance of various factors on return intentions by estimating ordered probit models for the two samples. In the migration literature, wage differentials are often cited as an important factor explaining skilled migration. The findings of the study suggest, however, that other factors are also important in explaining the non-return of Turkish professionals. Economic instability in Turkey is found to be an important push factor, while work experience in Turkey also increases non-return. In the student sample, higher salaries offered in the host country and lifestyle preferences, including a more organized and ordered environment in their current country of study increase the probability of not returning. For both groups, the analysis also points to the importance of prior intentions and the role of the family in the decision to return to Turkey or stay overseas.

As a traditional country of immigration, New Zealand has often looked outside of its borders for its population composition and as a result 19 percent of New Zealand's current population were born overseas. In recent times, immigration has been used by successive governments as a means of countering severe skills shortages and off-setting a declining birth rate. While attention in the media, public and to some extent in academic circles has been largely focused on the increasing volume of immigrants to New Zealand from Asian countries, migration from Europe has often been overlooked and yet it remains an important component of the New Zealand's migration flows. This thesis explores this stream of migration - from the member states of the European Union to New Zealand - by examining the specific case study of contemporary European Union migration to the Canterbury region, incorporating migrants who live, work and study in Canterbury. The thesis used surveys and in-depth interviews in addition to secondary data to investigate the composition of the European Union migrant population in Canterbury, as well as exploring the motivations and experiences of these migrants. Conceptualising the motivations of contemporary migrants from the EU to New Zealand is difficult, due to a multiplicity of theories and frameworks surrounding the topic of migration. As such, this thesis suggests a three level framework drawn from in order to better understand the motivations of target population. Although the experiences of the surveyed migrants were largely positive, some difficulties were noted, particularly while seeking work and building friendships with New Zealanders. Finally, this thesis proposes a number of recommendations at a policy and academic level which may assist in furthering understandings of the important but often ignored group of European Union migrants in New Zealand.