Index
Children and Youths' Migration in a Global Landscape
ISBN: 978-1-80117-539-5, eISBN: 978-1-80117-538-8
ISSN: 1537-4661
Publication date: 24 May 2022
This content is currently only available as a PDF
Citation
(2022), "Index", Atterberry, A.L., McCallum, D.G., Tu, S., Lutz, A. and Bass, L.E. (Ed.) Children and Youths' Migration in a Global Landscape (Sociological Studies of Children and Youth, Vol. 29), Emerald Publishing Limited, Leeds, pp. 193-200. https://doi.org/10.1108/S1537-466120220000029014
Publisher
:Emerald Publishing Limited
Copyright © 2022 Adrienne Lee Atterberry, Derrace Garfield McCallum, Siqi Tu and Amy Lutz
INDEX
Note: Page numbers followed by “n” indicate notes.
Acceptance
, 32
African Muslim youth
, 97–98
Agency
, 5
Alba’s conceptualization of boundaries
, 56–57
All India Council for Technical Education (AICTE)
, 174
Alternative Church School’s perspective on returning Roma children
, 128–130
Apprehensions
, 16–18
Aspiration(s)
, 188
changing aspirations for global human capital building
, 174
construction of aspirations for overseas education
, 176
market for fulfilling students’ aspirations for overseas education
, 177–180
Aspirational capital
, 116–118, 128
Asylum laws
, 13
Belonging
, 82, 185
school sense of belonging for Italian and NIC Students
, 82–84
sense of
, 76–78, 186–187
Bilingual (English-Hungarian) programme
, 122
‘Black capital’
, 128
“Blackness”
, 53
“Borderlandization” of Mexico
, 13, 15
2014 unaccompanied child migrant crisis
, 14–15
in 2014
, 16–18
data and methods
, 13–14
Mexican immigration laws fail to protect minors
, 18–20
minor migrants’ experiences and responses to
, 22–25
propaganda campaigns
, 20–22
Boundaries
, 56
Bourdieusian capitals
, 118
Bourdieusian concept of capital
, 128
“Burmese” Diaspora in Mae Sot
, 151–152
Capital
, 117
Capital devaluation, school contexts effects on
, 126
Career aspiration
, 108–111, 185
Central American
immigrant children and teens
, 33
immigration
, 33
migrants
, 13, 20–21
youth
, 33
Chain migration
, 120
Checkpoints
, 16–18
Child/children
affect relationship between parents and children in reunification process
, 32
centering voices of children and youth on move
, 190
high-status families with children abroad and returned
, 132–135
lives of transnationally mobile
, 8
migrants
, 23
migration
, 5, 20, 185
mobility
, 1–3
mobility among
, 5
narratives
, 125–126
non-dominant cultural capital of
, 7
predicament
, 36
returning children of elite in middle-class bilingual school in pest
, 123–126
returning Roma children and families’ narratives
, 130–132
school reintegration of
, 116
Christianity
, 98
Closed-ended questions
, 38
Cognitive bias, 165n24
Competitive global knowledge economy
, 168
Conversational-level Thai Language
, 158–160
‘Creative class’
, 176
Crisis in Indian higher education
, 174–176
Critical Race Theory (CRT)
, 118
Cultural capital, 116–118, 121, 182n4
Culture
, 54
Customs and Border Protection (CBP)
, 34
‘Degree mobility’
, 176
Depopulation
, 74
Deportations
, 16–18
Descriptive statistics
, 38
Diversity, unity in
, 151–152
Diversity education (DE)
, 149, 153
Burmese, Thai, and English
, 158
Domestic formal education sector
, 178
Dominant cultural capital (see Legitimated cultural capital)
Dual frame of reference
, 55–56
Economic and Cultural Status Index (ECS Index), 90n7
Economic capital, 116–117, 182n4
Education
, 76, 168–169
in migrant community
, 152
in Mosque
, 101–102
and opportunity
, 143–144
opportunity trap in
, 146
potential highest attainment of
, 161
transnational opportunities in
, 145–146
via TV Shows, TV Characters, and internet
, 110
Education credentials
, 143
El Salvador
political and economic instability in
, 40
young people in
, 36, 41–42
Elite migrants
, 120
“Emotional withholding”
, 36
Employability
, 174
Enforcement in Mexico
, 13
English for Speakers of Other Languages (ESOL)
, 38
Equivocal ideas about legal identifications within migrant community
, 162–163
Ethnic capital
, 128
Ethnic identity
, 63–67
Ethnic return migration
, 54–56
Ethnographic studies
, 118
Ethnography
, 148, 150
untangling complexity of ethnic relations and languages in Myanmar
, 150–151
Examinations
, 178
Exclusion
of ethnic groups
, 74
Italian school between
, 75–76
Existential agency in transitions
, 4–6
Faith schools
, 121
Familial capital
, 118
Family
benefits of
, 40
members as influences
, 110–111
narratives
, 130–132
reunification
, 32, 33, 35
separation
, 34–37
Formal education, 164n1
Future career solutions (FCS)
, 149, 153, 158–160
Gains of migration
, 116–117
Gender equality
, 107
General Educational Development (GED)
, 153
Global industries
, 52
Global North
, 8
colleges and universities in
, 189
Global South
, 8
Globalisation
, 1, 98, 170
and changing economic structure of India
, 171–172
knowledge economy and world class higher education
, 172–174
rise of middle class in India
, 172
Globalized youth culture
, 2
Guardian, The
, 15
Health and Human Services (HHS)
, 34
Higher education
, 168
knowledge economy and world class
, 172–174
quality higher education in India
, 169
“Home” concept
, 34–37
“Household Contexts and School Integration of Resettled Migrant Youth”
, 37–38
Human capital
, 169
accumulation
, 170–174
changing aspirations for global human capital building
, 174
construction of aspirations for overseas education
, 176
determinants of demand for overseas higher education
, 176–177
neo-liberalism and crisis in higher education in India
, 174–176
Human capital theory (HCT)
, 144
“Humanitarian crisis”
, 20
Hungarian education system
, 121
Hungarian Roma
, 119
Hungary
returning Roma migrant children by teachers in rural
, 126–132
transnational migration from/to
, 119–122
Identities
, 56–57
sites of negotiating, maintaining, and constructing
, 187–188
“Illusory assimilation”, 84, 90n12
Immigrant
workers in Italian
, 74
youth
, 35
Immigration, 84 (see also Migration)
enforcement
, 13, 16
laws
, 22
from Mexico
, 33
policies in Mexico
, 13
Immigration and Customs Enforcement (ICE)
, 40
Inclusion
of ethnic groups
, 74
Italian school between
, 75–76
Inclusive education
, 142–143
India
demand for quality higher education in
, 169
globalisation and changing economic structure of
, 171–172
middle class in
, 172
Indian American youth
ethnic return migration
, 54–56
methods and data
, 58–59
multiculturalism, identity, and super-diversity
, 57
nation-states, boundaries, and identity
, 56
transnational Indian American youth and identity
, 60–67
transnational migration
, 52–53
transnational youths’ social positioning in USA and India
, 53–54
Indian economy
, 172
Indian higher education system
, 169
Indian Institute of Technology Bombay (IITB)
, 173
“Indianness”
, 53
Individual migratory trajectories
, 185
Inequalities, newer forms of
, 179–180
Informal institutional arrangements
, 178–179
Information technology (IT)
, 53
Interrogating marriage
, 105–106
Interrogation
, 2
Intersectionality
, 186–187
of migration
, 120
Irregular migrants
, 19
Irreplaceable multifunctionality of MLCs
, 160
Islam
, 98–99, 104
in United States
, 98–99
Islamic fundamentalists
, 98
Islamic Tenets
, 105
choosing friends
, 107–108
gender equality
, 107
interrogating marriage
, 105–106
issues of modesty
, 106–107
Islamophobia
, 97
Italian Institute of Statistics (ISTAT), 90n7
Italian school between inclusion and exclusion
, 75–76
Knowledge
, 169
Knowledge economy (KE)
, 171–172
and world class higher education
, 172–174
Latin American Youth Center (LAYC)
, 34
Law enforcement
, 40
Legitimated cultural capital
, 118
Legitimation
, 118
Life transitions
, 4
Likert scale
, 82
Linguistic capital
, 118
Losses of migration
, 116–117
Madrassa, youth in
, 103–105
Marginality
Borgoantico
, 78–79
case study
, 78
data analysis
, 82
description of research participants
, 80–81
experiences of students at school
, 85–86
experiences of students in district
, 84–85
Italian school between inclusion and exclusion
, 75–76
reflections of privileged witnesses
, 86–88
research findings
, 82
school “Diomede”
, 79–80
school sense of belonging for Italian and NIC Students
, 82–84
sense of belonging and educational contexts
, 76–78
study design and research processes
, 81–82
Marginalization
, 60, 74
Marriage
, 105
Mexican immigration laws fail to protect minors
, 18–20
Mexican law, 26n2
Mexican Media Campaign
, 21
Mexican transnational families
, 36
Mexico’s borderlandization in 2014
, 16–18
Middle-class bilingual school, returning children of elite in
, 123–126
Migrant community, education in
, 152
Migrant learning centers (MLCs)
, 7, 143, 147, 154–158, 189
irreplaceable multifunctionality of
, 160
Migrant students
perceived purposes of current education
, 154–158
in Thailand
, 143, 148–149
Migrants
equivocal ideas about legal identifications within migrant community
, 162–163
experiences in different countries
, 52
limited employment opportunities for
, 161–162
Migration, 1, 98 (see also Immigration)
among children and youth
, 5
attempts to Canada and UK
, 129
contexts within global landscape
, 3–4
experience
, 116
home in
, 37
and opportunity
, 144–145
transnational opportunities in
, 145–146
trends
, 33
Minor migrants
, 19
experiences and responses to “borderlandization” of Mexico
, 22–25
minors face taxing physical and mental conditions
, 23–25
protection
, 20
targeted minor migrants
, 23
Mixed methods study
, 37–38
“Mobile childhoods”
, 1–2
“Mobilities paradigm”
, 2
Mobility
, 3–4
among children and youth
, 5
turn
, 2
Modern mass education
, 142–143
Morality
, 103–104
Multicultural transformation of Italian society
, 74
Multiculturalism
, 57, 98–99
Multidimensional approach
, 76
Multiple correspondence analysis (MCA)
, 82
Myanmarese migrant students
data analysis
, 150
education and opportunity
, 143–144
equivocal ideas about legal identifications within migrant community
, 162–163
ethnography
, 148, 150–152
findings and results
, 150
inclusive education
, 142–143
interviews with faculty members
, 152–153
interviews with students
, 153–160
literature review
, 143
in Mae Sot, Thailand
, 143
methods
, 148
migration and opportunity
, 144–145
opportunities or traps
, 160–161
opportunities trap between secondary education and employment prospects
, 162
opportunity trap in education
, 146
phenomenological research
, 148–150
potential highest attainment of education
, 161
transnational opportunities in migration and education
, 145–146
transnational opportunity
, 163–164
transnational opportunity trap in education confronted by Myanmarese migrant youth
, 146–147
unity in diversity
, 151–152
work
, 161
Myanmarese migrant youth
, 189
Nation-states
, 56
National Commission on Human Rights of Mexico (CNDH)
, 15
National Council of Ghanaian Associations (NCOGA)
, 100
National Institute of Immigration (INM)
, 16
National Sample Survey (NSS)
, 174
Navigational capital
, 118, 128
Neo-liberalism in Indian higher education
, 174–176
New York City (NYC)
, 96
centrality of Mosques for Ghanaian Muslim immigrants in
, 99–100
Non-dominant cultural capital (see Non-legitimated cultural capital)
Non-formal education (NFE), 164n1
Non-Italian citizenship (NIC), 74, 90n1
Non-legitimated cultural capital
, 7, 117, 118
Office of Refugee Resettlement (ORR)
, 34
Open-ended questions
, 38
Opportunity
education and
, 143–144
of migrant students
, 143
migration and
, 144–145
trap between secondary education and employment prospects
, 162
trap in education
, 146
Overseas education
construction of aspirations for
, 176
demand for
, 177–178
and domestic formal education sector
, 178
and informal institutional arrangements
, 178–179
market for fulfilling students’ aspirations for
, 177
newer forms of inequalities
, 179–180
Overseas higher education
, 176–177
“Paradox of integration”, 84, 90n12
Pedagogical approaches
, 121
Pest school
, 122
Phenomenological research
, 148–150
Post-traumatic stress
, 37
Precarity
, 188
Primary data
, 13
Principle of Education For All (1999)
, 142
Private schools
, 121
Programa Frontera Sur (see Southern Border Plan)
Propaganda campaigns
, 13, 20–22
Pseudonyms, 90n4
Public schools
, 121
Quacquarelli Symonds (QS)
, 173
Quality education
, 176
“Quédate” (Stay) program
, 20
Questioning teachings at Mosque
, 107
“Racialized social relations”
, 85
Refugee and immigrant family reunification abroad
, 32
Religion
, 99
Research participants
, 80–81
Residential segregation, 90n2
Resistant capital
, 118
Resolution
, 142
Returning children of elite in middle-class bilingual school in pest
, 123–126
Returning Roma children and families’ narratives
, 130–132
Returning Roma migrant children by teachers in rural Hungary
, 126–132
Reunification
, 32–33, 34–37
experiencing
, 37
period
, 33
Role models
, 110
Roma migrant children returning by teachers in rural Hungary
, 126–132
Rural schools
, 74
SafetyNet (SN)
, 149, 153, 158
Scholars conceptualise migration
, 119
School
belonging
, 76–77
contexts effects on capital devaluation
, 126
experiences of students at
, 85–86
reintegration of children
, 116
role
, 74
segregation, 90n3
selection
, 149
sense of belonging for Italian and NIC Students
, 82–84
School “Diomede”
, 79–80
Schooling
, 185
Second-generation immigrant
, 63–67
Second-generation Indian Americans
, 53–54
Secondary sources
, 13
Semi-structured questionnaire
, 82
Sense of belonging
, 186–187
Social capital, 116–118, 182n4
Social network
, 2
Social position
, 117–119
Social services organizations
, 47
Sociality
, 76
Socialization in Mosque
, 101–102
Socioeconomic inequality
, 168
Southern Border Plan, 12–13, 15–18, 26n1
‘Specialised human capital’
, 168
State-invested education
, 142–143
Stereotyping
, 98
Stigmatization
, 74
Students
experiences at school
, 85–86
experiences in district
, 84–85
international movement of
, 169
school sense of belonging for Italian and NIC Students
, 82–84
Sub-Saharan Africa
, 97
Super-diversity
, 57
Symbolic capital
, 117
Teachers’ perspectives on transnationally mobile children
, 123–125
Technological innovation
, 98
Teleparenting
, 43
Television commercial
, 20
Trading cultural capital limits
alternative Church School’s perspective on returning Roma children
, 128–130
different school contexts effects on capital devaluation
, 126
high-status families with children abroad and returned
, 132–135
methods, data
, 122–123
research context
, 119
results
, 123
returning children of elite in middle-class bilingual school in pest
, 123–126
returning Roma children and families’ narratives
, 130–132
returning Roma migrant children by teachers in rural Hungary
, 126–132
theoretical framework
, 117–119
transnational migration from/to Hungary
, 119–122
Traditional rural public school
, 126–128
Transitional processes
, 4
Transitions, existential agency in
, 4–6
Transnational families
, 36–37
Transnational Indian American youth and identity
, 60
different contexts of reception
, 60–63
transnational migration, ethnic identity, and being second-generation immigrant
, 63–67
Transnational living
, 98
Transnational migrants
, 2, 52–53, 99
Transnational migration, 2, 63–67, 117, 169–170, 182n2
from/to Hungary
, 119–122
Transnational mobility
, 119
Transnational opportunity
, 163–164
gap
, 7
in migration and education
, 145–146
trap in education confronted by Myanmarese migrant youth
, 146–147
Transnational parenting
, 32
Transnational professionals
, 52
“Transnational social fields”
, 2
Transnational young
migrants
, 186–187
migration experiences
, 185
social positioning in USA and India
, 53–54
Transnationalism, 2, 169, 182n1
Unaccompanied child migrant crisis (2014)
, 14–15
Unaccompanied children
, 37
Unaccompanied Refugee Minor (URM)
, 34
Uncertainty
, 188
Understanding
, 32
Undocumented migrants
, 142
Unity in diversity
, 151–152
Urban–rural gap
, 74
US Border Patrol
, 12
War on Terror
, 98
Well-being
, 119
West African immigrants
African Muslim youth
, 97–98
career aspirations
, 108–111
centrality of Mosques for Ghanaian Muslim immigrants in NYC
, 99–100
education and socialization in Mosque
, 101–102
immigrant Muslim youth
, 96–97
Islamic Tenets
, 105–108
main subjects taught to youth in Madrassa
, 103–105
methods
, 100–101
multiculturalism
, 98–99
“Whiteness”
, 53
William Wilberforce Trafficking Victims Protection Reauthorization Act (TVPRA)
, 34
Work
, 161
Young immigrants
findings
, 39–40
interpreting and following rules
, 41–42
methods
, 37–39
migration trends
, 33
minors
, 45–46
moving in with biological parents
, 42–45
reunification process
, 32–33
social services organizations
, 47
understanding reunification, family separation, and idea of “home”
, 34–37
Youth
centering voices of children and youth on move
, 190
in El Salvador
, 36
experienced Mexico as border
, 25
lives of transnationally mobile
, 8
in Madrassa
, 103–105
migration
, 5, 37, 185
mobility
, 1–3
mobility among
, 5
taking ownership of career paths
, 108–111
- Prelims
- Introduction – Children and Youths’ Migration in a Global Landscape: Young Lives Lived in Motion
- Chapter 1: The “Borderlandization” of Mexico: Mexico’s New Policies of Deportation and Detention of Minor Migrants and their Effects on Migrant Movement
- Chapter 2: Young Immigrants’ Integration into a New Home: The Case of Central American Children and Youth Settling in Washington, DC
- Chapter 3: Transnational Migration, Ethnic Identity, and Blurred Boundaries: Indian American Youth Redefine Being a Second-Generation Immigrant
- Chapter 4: Marginality at School: The Experience of Immigrant Children in Rural Italy
- Chapter 5: Muslim Youth, Religion, and Educational Aspirations: The Case of West African Immigrants in New York City
- Chapter 6: The Limits of Trading Cultural Capital: Returning Migrant Children and Their Educational Trajectory in Hungary
- Chapter 7: A Transnational Opportunity Trap? The Missing Link Between Educational Attainment and Future Prospects for Myanmarese Migrant Students in Thailand
- Chapter 8: Globalisation, Human Capital Accumulation and Dynamics of Transnational Migration of Youth: The Case of India
- Conclusion – Children and Youths’ Migration in a Global Landscape: Lessons Learned and Future Directions
- Index