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This article analyses the political engagement and mobilization of the EU citizens post‐Brexit and investigates the extent to which these have led to the creation of an EU diaspora in the UK. Qualitative research took place in Liverpool and Southport–two different localities in the North West of the UK that have attracted EU citizens of different demographics. The project included participants from 18 EU different countries, which afforded the investigation of dynamics and different positionalities within the EU population in the UK. These positionalities, the findings show, are broadly organized around a typology that is underpinned by the (geo)politics of the EU: national and regional stances; EU‐oriented stances; non‐alignment. While Brexit triggered a stronger European identity and mobilization on the basis of it, the orientation toward, and investment in, the EU diasporic mobilization among EU citizens differs due to these positionalities. The findings, therefore, point toward the creation of a post‐national EU diaspora in the UK, but also identify the strength of national and regional identities, which could indicate the development of different gravity diaspora points in future, nested in the EU diaspora. The differences in demographics and social capital within the EU citizens population across the UK have implications for local dimensions of the EU diaspora and its impact and legacy in the medium and long term. [ABSTRACT FROM AUTHOR]

Based on empirical research conducted in Albania, this article reports that educational experience and performance, and hence, integration of the children of (returned) migrants in their parents' homeland is obstructed by structural factors linked to the educational system. A finding such as this challenges the centrality of an essentialized notion of ethnicity in models of "second generation" integration and evidences the centrality of the nation-state, and the education system as one of its pillars, in the integration of migrants and their children. Comparative integration context theory appears to apply to the integration of children of returned migrants; yet it needs to take into account the mobile lives of migrants and their children, the transnational disjuncture between different educational systems, and the role of locality within the nation-state. Moreover, including children in analyses of integration, in the context of education, calls for the inclusion of life-course and scale in integration theories. [ABSTRACT FROM AUTHOR]