This book brings together high-quality international research which examines how migration and borders are experienced in education. It presents new conceptualisations of education as a ‘border regime’, demonstrating the need for closer attention to ‘border thinking’, and diasporic and transnational analyses in education.
We live in a time in which borders – material and political – are being reasserted with profound social consequences. Both the containment and global movement of people dominate political concerns and inevitably impact educational systems and practices. Providing a global outlook, the chapters in this book present in-depth sociological analyses of the ways in which borders are constituted and reconstituted through educational practice from a diverse range of national contexts. Key issues taken up by authors include: immigration status and educational inequalities; educational inclusion and internal migration; ‘curricula nationalism’ and global citizenship; education and labour; the educational experiences of refugees and the politics of refugee education; student migration and adult education; and nationalism, colonialism and racialization.
This book was originally published as a special issue of International Studies in Sociology of Education.
Table of Contents
Introduction – Migration and the borders of education Section One: Understanding Borders in Education 1. Borders as the productive tension between the universal and the particular: challenges for education in a global era 2. Bordering education: migrants’ entitlements to post-compulsory education in the United Kingdom 3. Education inclusion as a border regime: implications for mobile pastoralists in Ethiopia’s Afar region 4. Educating students from refugee backgrounds: ethical conduct to resist the politics of besiegement 5. Globalisation, cosmopolitanism and diaspora: what are the implications for understanding citizenship? 6. Keeping doors open: transnational families and curricular nationalism Section Two: Bordering Practices, Resistance, and Negotiation 7. Domestic work, learning and literacy practices across transnational space 8. Learning, labour, and value: pedagogies of work, and migration 9. Political habitus in cross-border student migration: a longitudinal study of mainland Chinese students in Hong Kong and beyond 10. Global/local nexus: between global citizenship and nationalism in a super-diverse London school 11. Nation boundedness and international students’ marginalisation: what’s emotion got to do with it? 12. Constructions of race in Brazil: resistance and resignification in teacher education
Jessica Gerrard is a Senior Lecturer in Education, Equity and Politics at the Melbourne Graduate School of Education at the University of Melbourne, Australia. She researches social inequality.
Arathi Sriprakash is a Reader in Sociology at the Faculty of Education at the University of Cambridge, UK, where she helps convene the Race, Empire and Education collective.