- Department: Education
- Module co-ordinator: Dr. Daniel Kyereko
- Credit value: 20 credits
- Credit level: M
- Academic year of delivery: 2023-24
- See module specification for other years: 2022-23
This course focuses on the many ways migration interacts with education. The order and disorder that characterise migration do have educational consequences not only for the movers but for those left behind. In this module we explore the different conceptualisations of migration and its effect on education. This module does not only examine migration and education within the context of North-North and North-South that is dominant in literature, but it focuses also on the South-South context.
The course will cover three broad areas including theories and concepts (citizenship, assimilation, integration, multiculturalism), case studies and researching migration and education. The first part will focus on 1) Why should we study migration and education? 2) Who is moving, why they are moving and where they moving to? and 3) How do we integrate those who move in the education system?
The second part of the module takes on a case study approach to draw comparisons between countries and the different educational integration pathways for migrants. We examine countries in Europe and North America and their policy response on migrant and refugee education. We extend the discussions of migration and education outside the traditional migration host countries in the West. We focus on intra-African migration and education as well as migration and education in new migration host countries in Asia such as Singapore and Japan.
The third part of the module focuses on how migration and education are researched. We explore ethical issues involved in doing research on migration and education. We also touch on potential frameworks and suggested readings that researchers on migration and education may utilise when working on things pertaining to the subject.
|A||Semester 2 2023-24|
The aim of the module is to focus on the many ways migration interacts with education. The order and disorder that characterise migration do have educational consequences not only for the movers but for those left behind. In this module we explore the different conceptualisations of migration and its effect on education. This module does not only examine migration and education within the context of North-North and North-South that is dominant in literature, but it focuses also on the South-South context.
By the end of this module, students will be able to:
critically apply theoretical concepts such as citizenship, assimilation, integration, and multicultural education to case studies.
engage in current academic and key policy debates on migration and education.
conduct research on migration and education in different contexts using a variety of methods.
understand education and migration issues within the global North and South.
Introduction and module overview
After a brief introduction, we present the rationales, themes, and organisation of the module. In this session we seek answers to the question: why should study migration and education? We also examine the social, legal, bureaucratic, and historical conceptualisation of terminologies like immigrant, internal migration, international migration, and refugee. We analyse the main actors of international migration and education as well as the frameworks guiding migration and education at the global level.
Who is moving, why are they moving and where are they moving to?
In this session we explore questions on who is moving, why they are moving, where they are moving and the educational implications of the movements. We focus on the different theoretical models that explain movement. We examine the different types of migration and the implications for education.
How do we integrate those who move into the educational system?
In this session we explore the theoretical concepts around the integration of migrants into the educational system. We discuss concepts such as multiculturalism, interculturalism, incorporation, assimilation, and integration and how they are applied across North America, Europe and some countries in the global South. We explain how migrants and their children become a part of the host society and the educational implications of such actions. We discuss the usage of the concepts not only related to countries with official integration policies but also to countries without official integration policies.
Migration, Language, and education
In this session we focus on the role of language in migrant education. The module introduces the application of concepts such as multilingualism, bilingualism and monolingualism on the schooling of migrants. We will focus on language policy and the implication for schooling of migrants. We examine language and education in post-colonial countries in the sub of the Sahara. The nature of language diversity in countries sub of the Saharan differs in ways not seen in the global North and the session will look at the effects on migrant education. We also critically engage literature on migrants in higher education and international language testing.
We discuss the global refugee crisis and the associated challenges with schooling. We examine the range of educational pathways and curricula for refugee students from formal to non-formal learning. We analyse frameworks (The Global Compact on Refugees) actors (UNHCR) and policies guiding refugee education at the international level.
Migration and Education in Africa
In this session we analyse both formal and non-formal education of migrants using different case studies. In terms of formal education, we, compare migrant education in Ghana and South Africa. In this session we also explore the role of non-formal education in the education of migrants. We use the case studies of nomadic populations in highlighting the different education pathways that exist for them.
Migration and Education in North America
In this session we analyse the social and political context of migrant education in the United States of America and Canada. Drawing on key empirical and theoretical text we highlight the different forms of multiculturalism in these old migration host countries. We particularly focus on the evolution of the Canadian multiculturalism and the bicultural strain between the French speaking populace in Quebec and the Majority English speaking population. We explore the experiences of migrant families and education in the USA.
Migration and Education in Asia
Our focus in this session will be on integration policies in Japan and Singapore. We draw comparisons between historically assimilationist policies in Japan against the increasingly multicultural policies of Singapore. In this session we also focus on internal migration in China. We examine the effect on increasing rural-urban migration in China and its implications on the schools and migrant families.
Migration and Education in Europe
In this session we examine policy and practice of migrant education in countries in Europe. We use a comparative approach to explain some similarities and differences regarding migrant integration policies. We focus on the different integration pathways and use country case studies to give meaning to the concepts of interculturalism and multiculturalism.
Researching Migration and Education
In this session we concentrate on how migration and education are researched. We explore ethical issues involved in doing research on migration and education. We also touch on potential frameworks and suggested readings that researchers on migration and education may utilise when working on things pertaining to the subject under study. We also highlight a number of journals that students working on migration and education may utilise when undertaking research in the subject area.
|Task||Length||% of module mark|
3,500 word essay
Students are expected to select any of the case study countries and critically examine any dominant migration and education related issue of interest. In addressing the dominant migration and education related issues the essay should highlight the following:
Theories of migration
Integration and education policy
|Task||Length||% of module mark|
3,500 word essay
Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information
Alba, D. R., & Nee, V. (2003). Remaking the American Mainstream. Assimilation and Contemporary Immigration. Cambridge: Harvard University Press. Retrieved 6 8, 2022
Alba, R. D., & Nee, V. (1997). Rethinking assimilation theory for a new era of immigration. International Migration Review, 31(4), 826-874. Retrieved 6 8, 2022, from https://journals.sagepub.com/doi/abs/10.1177/019791839703100403
Castles, S., & Miller, M. (2009). The Age of Migration: International Population Movements in the Modern World. Basingstoke: Palgrave MacMillan.
Faist, T. (1997). The Crucial Meso-Level. In T. Hammar, G. Brochmann, K. Tamas, & T. Faist, International Migration, Immobility and Development: Multidisciplinary Perspectives (pp. 187-217). Routledge. Retrieved 6 8, 2022, from https://pub.uni-bielefeld.de/publication/2466648
Gundara, J. (2000). Interculturalism, Education and Inclusion. London: Paul Chapman Educational Publishing.
Meer, N., & Modood, a. (2018). Interculturalism, multiculturalism and citizenship. Retrieved 6 8, 2022, from https://research-information.bristol.ac.uk/en/publications/interculturalism-multiculturalism-and-citizenship(8cc82657-3f70-4cac-b990-f8fe8fe066dd).html
Meer, N., Modood, T., & Zapata-Barrero, R. (2016). Multiculturalism and Interculturalism. Edinburgh: Edinburgh University Press. Retrieved 6 8, 2022, from http://research.ed.ac.uk/portal/en/publications/multiculturalism-interculturalism-and-citizenship(41896224-9b6a-43f0-83bd-dc18c0eeb404).html
Portes, A., & Zhou, M. (1993). The New Second Generation: Segmented Assimilation and Its Variants among Post-1965 Immigrant Youth. Annals of the American Academy of Political and Social Science, 530, 74–98. Retrieved 6 8, 2022
General migration and education texts:
Arnot, M., Schneider, C., & Welply, O. (2013). Education, Mobilities and Migration: People, Ideas and Resources. Compare: A Journal of Comparative and International Education, 43(5), 567–579.
Bartlett, L., & Ghaffar-Kucher, A. (Eds.). (2013). Refugees, Immigrants, and Education in the Global South. Routledge.
Dryden-Peterson, S. (2011). Refugee Education: A Global Review . Geneva: UNHCR.
UNESCO. (2018). Global Education Monitoring Report 2019 Migration, displacement and education: building bridges, not walls. Paris: UNESCO.
Volante, L., Klinger, D., & Bilgili, O. (Eds.). (2018). Immigrant Student Achievement and Education Policy Cross-Cultural Approaches. Springer.
Case Study Texts
Chisholm, L. (2021). Transnationalism, Migration and Education in South Africa. In R. Natarajan (Ed.), Sprache – Bildung – Geschlecht (pp. 135-155). Wiesbaden: Springer VS, .
Dworkin, G., & Lopez Turley, R. (2019). The United States of America: Accountability, High-Stakes Testing, and the Demography of Educational Inequality. In P. Stevens, & G. Dworkin (Eds.), The Palgrave Handbook of Race and Ethnic Inequalities in Education (pp. 1097-1182). Cham: Palgrave Macmillan.
Hao, L., & Yu, X. (2015). Rural-Urban Migration and Children’s Access to Education: China in Comparative Perspective. Paris: UNESCO.
Kyereko, D., & Faas, D. (2021). Integrating marginalised students in Ghanaian schools: insights from teachers and principals. Compare: A Journal of Comparative and International Education, 1-18.
Lyon, K., & Guppy, N. (2019). Canada: A Review of Research on Race, Ethnicity and Inequality in Education from 1980 to 2017. In P. Stevens, & G. Dworkin (Eds.), The Palgrave Handbook of Race and Ethnic Inequalities in Education (2nd ed., pp. 253-300). Cham: Palgrave Macmillan.
Nonnenmacher, S., & Yonemura, A. (2018). Migration and Education in West Africa. Paris: UNESCO.
Suárez-Orozco, M., & Suárez-Orozco, C. (2015). Children of immigration. Phi Delta Kappan, 97(4), 8-14.