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| 1 |
ID:
137927
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| Summary/Abstract |
Over the past decade, growing numbers of young Filipinas have entered Denmark on the au pair scheme. While its official aim is to broaden the cultural horizons of youth, researchers generally view Filipina au pairing as a form of labour migration using au pairs as inexpensive domestic workers. This article argues that, despite this critique, au pairing does play an important formative role for young Filipinas because it opens up for experiences abroad that enable them to be recognised as independent adults in Philippine society. Rather than autonomy, however, au pairs define their independence in terms of their capacity to assume responsibility for others, thereby achieving a position of social respect. Based on ethnographic fieldwork in Denmark and the Philippines, this article explores how young Filipinas use the social, economic, and cultural resources they gain from their au pair stay abroad to re-position themselves vis-à-vis family and friends at home.
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| 2 |
ID:
137928
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| Summary/Abstract |
This article looks at ‘educational’ migration instigated by the Danish programme of agricultural apprenticeships, which since the late 1990s has brought many young Ukrainians to rural Denmark. It discusses discrepancies between the logic of achievement implied by the programme’s ideology on the one hand, and Ukrainian apprentices’ aspirations to social mobility on the other hand. In this way, the article questions the concept of ‘community of practice’ that has been used to describe the formation of a social persona sharing the values of this community. Using ethnographic case studies of former apprentices, I argue that while apprenticeships often fail to produce a shared social and professional identity within a community of practice, there are many ways in which the experiences afforded by Danish apprenticeships lead to (sometimes unforeseen) achievements.
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| 3 |
ID:
137924
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| Summary/Abstract |
French colonialism resulted in the inclusion of large numbers of West Africans into French educational institutions. Furthermore, the Senegambian region has a long history of intermarriage with French citizens. This paper draws on this history to explore the interplay between migration, education and binational marriage over several generations of West African students, with a particular focus on Senegal. Students from Francophone countries continue to seek educational opportunities in France, but in recent years they have been increasingly affected by the tightening up of immigration policies. In this context, this paper suggests that marriage to a French spouse often plays an important role in the fulfilment of educational projects, and that this role is contingent on issues of gender and class. At times, however, tensions between marriage in France and social expectations back home end up compromising education altogether.
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| 4 |
ID:
137925
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| Summary/Abstract |
Based on an ethnographic study of transnational networks of alumni of an academically selective boarding school in Havana, this article explores the nexus between mobility, schooling and belonging in the context of socialist Cuba and its diaspora. Drawing on Goffman’s work, I argue that the boarding school experience was transformative; it facilitated or consolidated social mobility for its pupils, which later, for many, led to geographic mobility in the form of study and work outside Cuba. After graduating, alumni continue to identify with the school and to reproduce their alumni identities. The affective webs of belonging forged through family links and friendships fostered at the school constitute emotionally sustaining networks that also provide material support after migrating. I propose that the school represents a site of identification for a globally dispersed non-national diaspora and argue that migration scholars need to embed international migration within people’s lives more broadly.
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| 5 |
ID:
137922
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| Summary/Abstract |
Youths from the Global South migrating for further education often face various forms of discrimination. This Caribbean case study discusses how conditions in the home country can provide a foundation for educational migration that helps the migrants overcome such obstacles and even develop a strong sense of agency and self-empowerment. In the post-WWII period, numerous Caribbean women trained in nursing at British hospitals that have been described as marred by race and gender related inequality and associated forms of exploitation. Yet, the nurses interviewed about this training emphasised its high quality and downplayed the problems encountered. This positive attitude, it is argued, must be understood in the light of the key ideological role of education, particularly for a profession, as an avenue of social and personal mobility in the late-colonial Caribbean societies and the ways in which it enabled these Caribbean women to stake out a new life for themselves.
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| 6 |
ID:
137921
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| Summary/Abstract |
Travel for educational purposes, once the privilege of the upper class, has become a global mass phenomenon in recent years. This special issue examines, within different cultural and historical contexts, the close relationship between migration, education and social mobility. Adopting the perspective that education includes a broad range of formative experiences, the articles explore different educational trajectories and the local, regional and transnational relations in which they are embedded. Three key issues emerge from the analyses: firstly, the central role of temporality in terms of both the overall historical conditions and the specific biographical circumstances shaping educational opportunities; secondly, the complex agendas informing individuals’ migration and the adjustment of these agendas in the light of the vagaries of migrant life; and thirdly, the importance of migrants’ self-perception as ‘educated persons’ and the invention of new, and the maintaining of old, identities that this involves.
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| 7 |
ID:
137923
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| Summary/Abstract |
This article examines a child migration scheme which aimed at permanently resettling British children to Southern Rhodesia during 1946–1962. First, the philanthropic scheme was framed in terms of child welfare; it sought to benefit selected children by removing them from their homes and resettling them at Rhodesia Fairbridge Memorial College, a boarding school and children’s home. Second, the scheme aimed at advancing Empire building more broadly by increasing the number of white citizens in Africa. The article considers how the Fairbridge scheme distinctively combined physical and social mobility. The children were expected, through first-class education, to rise to privileged positions, thus maintaining the colonial, racially segregated social hierarchy. By focusing on implicit forms of education at the boarding school, analysed as a ‘Goffmanian’ total institution, the article considers the ambiguous intents and outcomes of a very particular project of colonial social engineering.
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| 8 |
ID:
137926
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| Summary/Abstract |
There is no significant history of migration from Nepal to Denmark, but the post-conflict situation in Nepal and the expansion of an international, commercialised education market have resulted in a significant number of Nepalese students in Denmark. This article argues, first, that the current forms of student migration from Nepal must be examined within the context of broader class-based mobility practices and the consolidation of a relatively new middle-class in Nepal. Second, it examines the significance of education and educated status for people’s claims to belong to the middle-class in a transnational context where social status is at stake.
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