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Cross-border migration is increasing in a globalized world. On the physical borderlands, migration across and between borders occurs on a habitual basis. This qualitative study employs semi-structured interviews to explore how three "transfronterizo" teachers along the U.S.-Mexico borderlands draw on their backgrounds and lived experiences as they go about in their English teaching practices. Findings suggest that the diverse lived experiences of the three teachers allow them to develop a particular knowledge, consciousness, and agency in creating a third space, or a "mundo zurdo," in which they advocate for their "transfronterizo" students.

Research on scientific careers finds a mover's advantage. International migration correlates with increased visibility and productivity. However, if scientists who move internationally, on average, enter into more prestigious employments than they came from, extant research may overestimate the direct performance gains associated with international moves. Building on insights from the sociology of science and studies of international researcher mobility, we examine how changes in employment prestige shape international movers' performance returns to mobility. We follow a cohort of 167,014 European scientists to identify individuals that move to the USA and pair these migrants to non-mobile scientists with identical home institutions, research fields, and genders, giving a final sample of 3978 researchers. Using a difference-in-differences design, we show a substantial increase in the publishing rates and scientific impact of transatlantic migrants, compared to non-mobile scientists. However, most of the movers' mobility-related boost in citation and journal impact is attributable to changes in employment prestige. In contrast, we find limited effects of employment prestige on changes in migrants' publication rates. Overall, our study suggests large variations in the outcomes of transatlantic migration and reaffirms the citation-related "visibility advantage" tied to prestigious institutional locations.

Graphic novels have emerged as an effective pedagogical tool for teaching complex processes like global migration. Through their use of visual language, graphic novels can offer insights into the lived experiences of migrants and refugees, their challenges and triumphs, and the broader social and political contexts that shape migration. Graphic novels also provide a means of representing diverse perspectives and nuanced experiences, as well as allowing students to understand core concepts in migration. In this examination of the graphic novel "Welcome to the New World," the author explores how the author conveys key ideas in global migration regarding the "geographical lens" and the spatial perspective. The graphic novel explores how the family learns how to acclimate to a different culture with the little assistance they are provided, while also being subject to racism and discrimination from those in their new community. The space (considered the absolute location in this definition) in "Welcome to the New World" is focused on three main countries: Syria, Jordan, and the United States. Language barriers, a lack of community, and the emotional toll of immigrating can present challenges for a family trying to find their place in a new country. Social networks are another important element of the geographical lens, and they clearly are important in this graphic novel, facilitating the integration of Ibrahim's family into their new home. The novel also demonstrates how movement can be very conditional for refugees when trying to cross political borders. Ultimately, reading this graphic novel requires students to tangle with difficult subjects related to social justice and human rights and encourages them to empathize with many refugee experiences through images and characters conveyed in graphic novels.

The article examines the transnational mobility experienced by two language teachers of Mexican origin, one who migrated to the United States and the other to the UK. Drawing on autobiographies and in-depth interview data, the analysis shows the complex relationship of different factors in shaping how the participants experienced their transnational mobility processes. These factors include differences in their sense of agency, the link between their bilingualism and their professional identities, and the emergence of different positionings regarding their previous and current work contexts. The article concludes by outlining the implications that the findings have for policy and practice.

Improving schooling by reducing achievement gaps based on family background has been on the agenda of school governance worldwide for more than three decades. International benchmarking like the OECD's Programme for International Student Assessment (PISA) is used to find models of best practice in effective school governance. Enlarging school autonomy, strengthening school management, and enhancing accountability have emerged as widely recommended and globally spreading governance tools. However, we do not know how much these tools make a difference between schools. To close this research gap, we conduct a multilevel regression analysis, which explores the association of student and average school socioeconomic status, migration background, school disciplinary climate and governance tools with student PISA scores. The United States, Canada, South Korea, and Singapore in 2009 and 2015 serve as test cases. Our findings indicate that school governance tools do not reduce achievement gaps.

In this research, it is discussed how migration and immigrant issues were examined in a comparative way in textbooks in Turkey and the United States. For this purpose, Life Studies and Social Studies textbooks of both countries were determined and of how migration and immigrants in terms were handled comparatively in these books. This research is a descriptive study. Document analysis technique was used for data collection. Both countries are trying to present the concepts of migration and immigrant under the student acquisition and competence related to cultural differences in curriculum. Overall, is the knowledge is given of what kind of migration and immigrant in Turkey's textbooks at the same time it is seen that contact with immigrants and tried to give the idea of integrating them into society to help them streamline their behalf. In the US textbooks, it is seen that the concepts of migration and immigrant are given meaning and the difficulties faced by immigrants are emphasized. More emphasis on immigrants is that they can achieve significant success as a US citizen and maintain their culture comfortably.

Studies on migration and education have examined homeland returns as part of family strategies around acquiring desired cultural capital. However, the impact of return migration and transnational mobility on homeland educational landscapes remains under-researched. Using ethnographic data from Ghana, Senegal, the UK and the US, this paper shows how 'international' schools on the African continent have emerged as places where young transnational Africans can acquire cosmopolitan and Afropolitan competencies and outlooks.

The back and forth migration of children and youth between the United States and Mexico has created a unique group of approximately nine million "students we share" who have been educated in both countries (Jensen and Sawyer 2013). The social, political, and economic interconnectivity of the United States and Mexico suggests that these trends are likely to continue, making the education of transnationally mobile students, or those students who have formative schooling experiences in both countries, a topic in critical need of research. This article presents findings from a systematic literature review and describes how sociopolitical, sociocultural, sociolinguistic, and socioemotional factors influence transnationally mobile students' educational experiences. We assert that future research on transnational education within the US-Mexico nexus and beyond should attend to the interconnectedness of these dimensions, rather than viewing them in isolation.

How should educators teach about one of the most complex and pressing issues of our times? This paper presents an empirically-grounded framework to help educators understand the opportunities and challenges of engaging youth around the topic of migration, including migration involving refugees. It stresses the importance of inviting youth to dialogue in ways that involve "slowing down, sharing stories, and making connections." The framework emerged from a design-based research study involving an experimental online learning community and curriculum on the topic of human migration. Posts and comments involving 140 teens from seven countries were closely analyzed using a modified grounded theory approach that incorporated constructivist principles. 14 interviews with participating educators also informed the analysis. The framework proposes that youth be supported to develop (1) curiosity and engagement about individual migration stories and migration in general, (2) nuanced understanding of the complex and diverse factors that help shape historical and contemporary migration experiences, and (3) critical awareness of their own and others' perspectives on migration and migrants. A visual representation is provided. Specific examples of student dialogue are unpacked to illustrate the framework, with discussion of the following cognitive and affective challenges: "the Three O's" of overgeneralization, overconfidence, and othering. The paper argues that youth of all backgrounds need opportunities to learn about migration in ways that allow them to leverage their various experiences and perspectives and engage with one another in meaningful, authentic ways.

"Children do not immigrate; they flee." Fernando Stein has used this simple phrase during the recent years that he has been thrust into the debate related to the migration of children alone or with families across the southern border of the United States. Most of these human beings come from the "Trifinio," the tri-country area where the borders of Guatemala, Honduras, and El Salvador touch one another. Murder rates in the area are the second highest in the region, behind only Venezuela. The combined murder rate of Latin America is three times higher than the rest of the world. In addition to violence, extreme poverty leading to malnutrition significantly increases the risk of death in children. Parents in these regions are faced with heart-wrenching decisions that play out with the following calculus in the current context: keep children close and face the risk of their death by bullet or famine, or hand children to a "coyote" (a person who smuggles people illegally into the United States) and send them north in the hopes of a better and safer life. This is an an extreme expression of the most basic of biological instincts--to save one's young. This is the biology of hope. The American Academy of Pediatrics (AAP) has taken a strong and unequivocal position in opposing the treatment of children as criminals and housing them in prison-like environments. Stein had the privilege of joining AAP leaders visiting the southwestern border of the United States, including the detention facilities there and community organizations that help immigrant families and children who have been released after being legally processed. In these places, one truly sees it all. In this article, Stein briefly describes what he saw.

After the Mexican Revolution (1910-1920), the Mexican government sought to establish a series of frontier schools along the United States-Mexico border in an attempt to keep what officials believed were its most economically valuable citizens from migrating to the United States in search of improved economic and educational opportunities. This article examines the frontier schools in three Mexican states -- Sonora, Chihuahua, and Coahuila -- and four border cities -- Nogales, Ciudad Juárez, Villa Acuña, and Piedras Negras. While each of these states and each of these cities had different relationships with both the Mexican federal government -- which controlled the frontier schools -- and their sister cities on the US side of the border, each of them demonstrates the ways that cross-border mobility increased the ability of Mexicans (and their Mexican-American extended families) to effectively pressure the Mexican federal government to provide the types of social services -- in this case, expanded elementary schooling and co-curricular opportunities -- that they desired.

This paper reports on the findings of research aimed at examining the life stories of teachers who have experienced migration moves between Mexico and the U.S. and are currently engaged in English Language Teaching in Mexico. Drawing from a larger research project into the transnationals' learning trajectories in two Mexican states, the study presents three life stories to illuminate three broad transnationalism patterns leading to the achievement of different levels of investment in social, educational and professional practices. The paper uses a theoretical framework based on the interrelationship between transitions, identity, and agency to analyse how participants' interpretations of transnational experiences facilitate or hinder their engagement in social, educational and professional activities. Main findings support Casinader's (2017) perspective of transnationalism as a 'dynamic instability' showing that transnationalism is achieved differently by each of the participants. Participants' stories revealed that this has profound implications for their levels of investment since their subjective interpretations of life experiences played an important role in their levels of social, cultural and professional involvement.

In this essay we develop the concept of 'cosmopolitan nationalism', offering a working definition and suggesting ways sociologists of education might draw on it in their future work. We show how it is a useful analytical lens through which to examine contemporary policies and practices that navigate global processes (ranking systems, mobility of people, expectations for futures) but also take account of nationalistic tendencies, as well as local and national attempts to challenge persistent inequalities within education systems. By using policy examples from three countries (South Korea, Israel and the US), we illuminate how cosmopolitan nationalism is evident across various initiatives in these countries, and the varied implications this has for education systems in terms of equality, access and quality.

In this essay, Joanna Dreby, Sarah Gallo, Florencia Silveira, and Melissa Adams-Corral use a transnational frame to explore the meanings of US citizenship for binational children and its importance to experiences of belonging. Drawing on interviews with children ages six to fourteen living with their Mexican-born parents in rural Puebla, their analysis shows that children view US citizenship as signaling their social location in a historically based migratory system and that the meaning of this social location on children's daily lives differs given their transnational experiences, specifically the extent of US schooling they received. Migration thus engenders understanding of power and privilege among young children and influences how they negotiate among their peers. The authors argue that young children may exhibit "critical postures" arising from their migratory experiences. They conclude that schools on both sides of the border can view migrant children's experiences and critical perspectives as assets that may provide more flexible spaces for learning and belonging.

With the recommendations provided here, educators can better meet the needs of transnational students, particularly those U.S.-born children returning with their families to Mexico.

The recruitment of overseas trained teachers (OTTs) in England is a matter that has received as much attention inside the United Kingdom as outside. Education systems in small island and developing states, especially, were believed to have been placed 'at risk' following the departure of experienced and qualified teachers. Correspondingly, the presence of OTTs in England has contributed to, "inter alia," workforce stability, behavioural management solutions and curriculum enhancement. Despite these contributions, however, very little is known about the career progression of OTTs in England. Through a tracer study of OTTs recruited between 2001 and 2008, in the first phase of teacher migration to the UK, this qualitative study explored the perceived factors that facilitate and/or hinder the progression of Caribbean OTTs in England. Drawing on postmodernism, critical and social identity theories, this paper examines how institutional racism and discrimination play a part in restricting the promotion and career progression of OTTs.

The Changing Academic Profession (CAP) international survey was designed in part to consider the effects of globalization on the work context and activities of academics in 19 countries or regions around the world. This paper draws from a subset of these data to explore the extent to which academics are globally connected in their research and teaching, and the ways this connectedness relates to global migration. Across multiple measures, immigrant academics (i.e., academics working in countries where they were not born and did not receive their first degree) were more globally connected than national academics (i.e., those working in the countries of their birth and first degree). Global migration by academic staff is clearly a major contributor to the internationalization of higher education institutions, yet there was no evidence these contributions led to enhanced career progress or job satisfaction for immigrant academics relative to national academics. The international expertise and experience of immigrant academics may not be sufficiently recognized and valued by their institutions.

The Fair Work Act (2009) in Australia deregulates "work" in work-integrated learning (WIL) by distinguishing "vocational placement" from "employee". Following concerns about the legal position of WIL and work experience, the Fair Work Ombudsman (FWO) published a fact sheet and commenced a joint research project into unpaid work practices. Nevertheless, the student remains vulnerable to exploitation. This article examines, through the lenses of flexibility and worker protection, the labor regulation of WIL and work experience in Australia and the United States. In particular, the author argues that deregulation in Australia and the legal uncertainty surrounding work experience is inconsistent with the protective function of labor law. Drawing on this examination as well as Australian migration law, the author recommends that the Fair Work Act (2009) be amended to strengthen the criteria for "vocational placement" and to provide a definition of "work experience" in the interests of a balanced regulatory framework. [Papers included in this "Asia-Pacific Journal of Cooperative Education" ("APJCE") Special Issue stem from selected manuscripts from the Australian Collaborative Education Network Annual Conference 2012.]

This article focuses on the sense of what an "African" (American) identity could mean when viewed through the processes of migrations and fluid identities of contemporary African immigrant children as they interact with their African (Americans) peers in schools. The purpose of this article is to use data from a study of West African immigrant girls and their process of ethnic identity construction to support the authors' position for new discourses and methodologies that challenge the dominant discourses surrounding the Black educational experience in schools. This purpose can be articulated in two central questions that guide this article. First, how does one develop a new understanding of the variations of the term African and American by placing it in a global context (and the "American" in parentheses to designate those who were born of African people brought to the U.S. during the Trans-Atlantic slave trade)? Secondly, how does one acknowledge the role of temporality in current definitions of who is African (American)? The goal of this article is to examine the issue of appropriate naming of African ascendant people in the U.S. and to examine how asking new questions of who they are might lead to a more global framework for studying identity construction and negotiation for African ascendant people in the U.S. (Contains 3 notes.)

Contemporary issues in education should include conversations about immigration which has shaped our past, defines our present, and will enrich our collective future. This article explores a cadre of K-12 and collegiate United States (US) educators' participation in a graduate course on the construction of immigrants in multicultural literature and the ways in which the educators constructed themselves and immigrants during and after the course. Specifically, the article addresses how the immersion in and discussion of literature involving immigrants can cultivate educators' awareness of hegemonic policies and practices toward immigrants in the US. Engaging in a multilayered analytic method interweaving thematic analysis with critical discourse analysis, the author shares educators' oral and written discourses which both reinforced and countered prevailing socio-political constructions of immigrants in the US. Their discourses also illuminated the interplay between thought and action as indicators of ideological shifts. The author concludes with a discussion of issues surrounding the power of stories as mediums for personal and social change, the use of language as a social act, and educators as aspiring agents of change. (Contains 5 tables and 2 footnotes.)

In the United States and around the world, refugees are frequently portrayed as helpless victims, burdens of the host society, and potential criminals. Similarly, in schools even well-intentioned educators focus on what they lack, rather than the various stories, experiences, and perspectives they have to offer. To provide another perspective, we aim to find ways to empower resettled refugee youth and draw implications for education of former refugees and other marginalized students. Through interviews, we sought to understand the stories of ten former Burmese refugee adolescents with respect to their backgrounds, migration, and school experiences. Our analysis shows that they recognized their marginalized positionings in the United States that are attributable to their limited English proficiency, ethnicity and race, and former refugee status. They, however, authored narratives of themselves that contest such marginalizing narratives by providing diverse stories of refugees different from dominant ones and positioning themselves as valuable members of local communities and change agents for a more equitable society. These findings call for pedagogical approaches in which schools and communities provide space for stories that former refugee youths bring, value stories authored by them, and draw on their perspectives on inequity and social transformation.

This study examines college students' global competence acquisition at a US and Korean university and assesses the effect of cross- and inter-cultural online projects implemented simultaneously at both universities. The data were collected through a pre- and post-survey of the participating students. The findings were as follows: (1) overall, the projects significantly increased students' intercultural communication skills and knowledge of the other country, (2) among three antecedents, the global mass media had mixed effects on the global competence and the effect of the projects, (3) mass migration was identified as a significant influence on students' global competence and the effect of the projects, and (4) language barriers, technology, and time differences were found to be the main challenges of the project.

The Dominican Republic has a substantial history of transnational movement to the US that affects more than one generation of transnationals, whose lives, as described by Smith (1994), are 'neither "here" nor "there" but at one "both" "here" and "there"'(p. 17). While the Dominican transnational narrative has often been described as transnationalism from below (Smith and Guarnizo, 1998), the following case studies of transnational, but relatively privileged, youth require rethinking that framework. Participants describe a semi-cosmopolitan identity that has been shaped by their comparative experiences in more than one locale.

Mexico and the U.S. are closely associated by commerce, culture and family ties. Despite the geographical proximity and the long-standing socio-political history between the two countries, there is limited understanding of cultural differences and similarities. A unique study abroad programme for U.S. and Mexican students was developed based on the contact hypothesis for reducing prejudice and creating stronger intergroup relationships. Students were recruited from a Mexican and a U.S. university for this project. Based on key principles inherent in intercultural education, students were provided with lectures, group projects and opportunities for shared living. They were merged for cultural experiences both in the U.S. and Mexico, including a three-week service learning project in two impoverished Mexican communities. Participants gained practical language skills and a more comprehensive understanding of Mexican migration. The programme also helped reduce cultural stereotypes and demonstrated the benefits of working toward collective goals. Shared experiences for students from diverse cultures hold promise for creating meaningful social integration and fostering international partnerships opportunities for higher education institutions.

Undocumented families' rates of repatriation to Mexico from the United States have risen throughout the Obama administration, and this trend will likely increase under Donald Trump. This study describes the experiences of Mexican-born youth who grew up in the United States and are back in Mexico. While these children are participants in their families' migration, their input is rarely sought in decisions to leave or return to a country. This article shares transborder students' voices on their struggles to find their identities as Mexican, American, or some combination of the two. They reflect on their schooling experiences across countries, and how these challenges are compounded when they are new to learning in Spanish or indigenous languages in Mexico.

In higher education systems that are partly tax funded, a country might not be willing to subsidize the education of international students who might leave after graduation. This paper analyzes how student migration affects governmental decisions regarding the private funding share of higher education for 22 OECD countries for the period of 2000-2011. Based on fixed effects estimations, we find a significant positive correlation. This result is robust to changes in the specification, including estimations for country groups and for an expanded lag structure. The use of an instrumental variable approach supports a causal interpretation.

Transnational migration increasingly impacts economically disadvantaged and culturally marginalized students. Over the last decade, an unprecedented number of Mexican nationals living in the United States have returned to Mexico. Their children may face cultural and linguistic barriers in their ancestral country. This group of students is particularly important to American educators since they may eventually return to the United States. This article reports on the results of a qualitative study of experiences of 12 U.S.-born children of Mexican nationals who are currently living in Mexico. Through a series of semistructured interviews and activities, we learned about the children's varied experiences. Included are recommendations for greater collaboration between U.S. and Mexican educators.

The author presents the result of a quantitative survey as a part of a larger mixed-methods study conducted across two case study schools in urban Jamaica. It focuses on Black Caribbean boys' levels of educational aspirations in relation to their economic, social, and embodied cultural capital. The study utilizes Bourdieu's notions of capital, reconceptualized to match the sociocultural context of the research and set within a critical realist metatheoretical framework. Logistic regression models, supported by participants' narratives, show boys' educational aspirations to be highly predictable by their level of capital--including dispositional beliefs held through influence of the maternal family both locally and in the Jamaican diaspora of the United Kingdom, United States, and Canada.

This review of "Music Matters," Second Edition, focuses on the portion of Chapter 13: "Music Education and Curriculum," dedicated to the discussion of multicultural music education. Discussions are presented through the discursive lens of antiracism and critical multiculturalism, positioned against the backdrop of the racial violence experienced in the U.S. between August 2014 and July 2015, and the long history of human rights abuses in both Canada and the U.S. Following from a discussion of multiculturalism's initial emergence as a way to remedy racism, and an investigation of the relationship between multiculturalism and power, the review turns to Elliott and Silverman's preference for the term intercultural (over multicultural) music education. An examination of the differences between interculturalism and multiculturalism, and the possible unintended consequences of an interculturalist stance in music education, conclude the review.

This paper argues for a flexible identity and citizenship framework to explore how return migrants, "haigui," have readapted and re-established themselves back into Shanghai society, and how they have used their talents, knowledge and "guanxi" networks to optimise their chances of success. It argues that these return migrants, as talent circulators in their circulatory migration process, have adopted a flexible identity and citizenship, to confront their conflicting emotions and negotiated sacrifices for the well-being of their individual self and family as they expand their socio-economic and territorial space.

We exploit changes in student funding policies across the four UK nations and the Republic of Ireland to conduct a natural experiment investigating the marginal effect of differing tuition fee levels on students' enrolment behaviour. Whilst previous international research suggests increases in fees suppress demand and disincentivise cross-border educational migration, some studies in North America and Germany find an element of inelasticity of demand. In the UK, various commentators have predicted marked shifts in student mobility in response to variation in tuition fee prices by country, trends expected to sharpen following substantial planned rises in tuition fees from 2012. After outlining tuition fee policies in the UK and Ireland, we analyse data on student enrolment destinations across the five countries for the period 2000-2010. We find little evidence to support the notion that student mobility is driven by economic "rationality". Enrolment rates have risen despite increases in tuition fees and there is a long-term trend for students to stay at home. Students seem not to be "pushed" out-of-country by higher fees, but may be discouraged from moving if fees are lower in-country. Student mobility within the UK and Ireland follows well-worn paths from and to specific countries and institutions. Finally, we consider the implications of our findings for student mobility in general and forthcoming changes to UK student funding policies in particular. (Contains 1 table, 7 figures, and 6 notes.)

Most societies today are culturally diverse. Increasingly, minority groups are demanding recognition and self-governing rights to protect their ways of life against that of the majority. These demands represent a serious challenge for the state: how is it to balance between the equally legitimate claims of the many cultures inhabiting its territories, all the while promoting a set of common practices and democratic institutions? In several influential publications, Will Kymlicka has offered persuasive answers to those questions. This article examines his theory, with particular emphasis on the distinction he draws between what he calls national minorities and polyethnic (or immigrant) groups. Given his hierarchical structuring of both groups, this article attempts to show that Kymlicka falls into somewhat contradictory positions, especially evident when considering the implications of his theory on how education is structured within multicultural states. (Contains 7 notes.)

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) documents that the world has become increasingly multicultural and multilingual as international migration rates grow each year. The cultural and language diversity in the United States exemplifies this worldwide phenomenon. It is the authors' belief that teachers have the responsibility of learning how to cross cultural boundaries. If teachers can learn to do that, they will begin to understand the culture of their students and, perhaps, be more effective as teachers. It is essential for teachers to recognize that a person's cultural/racial background is not checked at the classroom door. Often attitudes and experiences are different, which can result in a communication disconnect between teachers and students and communication is at the heart of any learning community. The authors suggest that teachers must learn to "walk around" culture like ethnographers do. Teachers need to put feet to pavement and purposefully "walk around" the neighborhoods of their students. In this article, the authors present this idea of "walking around" culture. First, each of them tells their stories of "walking around" culture and how those experiences have helped them cross borders to become better teachers. They then provide five key principles for teacher preparation.