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This paper assesses whether China’s policies for providing educational support to overseas Chinese match the educational needs of current Chinese immigrants around the world. Firstly, the paper presents the different migration backgrounds of four waves of Chinese global migration in contemporary history: labor immigrants to the Global North, international students in the Global North, businessmen in the Global South and the new rich investors in the Global North. Using the concept of intergenerational contract, we found the four waves have distinct parental investment strategies in relation to their migration background, which comes along with their different educational needs. After carefully reviewing China’s policies in overseas education in terms of the assumptions, purpose and background of their implementation, we argue that these policies are outdated and serve the needs of only a limited number of Chinese immigrants due to their ignoring the variety of certain intergenerational contracts. Lastly, some specific suggestions for policy makers are given.

In this paper we investigate how mothers and fathers living in culturally heterogeneous contexts learn about the practice of parenting. By applying a communities of practice perspective (Wenger, 1998; 2010) on the (re)construction of parenting practice postmigration, this study highlights the under-examined processes of social negotiation over meaning making and identity formation underlying cultural transformations within the family context. Using a discourse analytical approach embedded in an ethnographically inspired methodology, we include 1) in-depth social network interview data with 23 Moroccan-Dutch parents and 2) observational data of bottom-up parenting programme sessions taking place at participants' neighborhood-based migrant organizations. Analyses revealed how a social learning dynamic is at work when parents experience clashes at boundaries of cultural meanings. Navigating and negotiating multiple cultural frameworks in interaction with others, parents use and adopt renewed senses of belonging to claim direction in this cultural heterogeneity. As such, they re-interpret meanings in social learning interactions with others and create space to (re)construct parenting practices situated in their urban postmigration residence. This analysis exemplifies how applying a sociocultural learning approach to parenting postmigration reconsiders our understanding of parenthood as a social learning site on which renewed communities and ‘glocalized’ practices emerge.

Ethnotheories of immigrant parents residing in the Netherlands are reshaped in response to the multiple and diverse educational practices they come in contact with after migration. Network analyses of “parenting relationships” of first generation Dutch-Moroccan parents living in the Netherlands show that they borrow from diverse resources including professionals and non-professionals in their construction of new ethnotheories. Through media as well as through interacting with family in their country of origin, with same-generation peers in the Netherlands, and with Dutch professionals and neighbors, these mothers develop “modern” notions of parenting such as stimulating child independence, while also using building blocks from traditional practices such as respect for the elderly. Individual variability is evident in parents’ processes of adaptation, with some parents seeming stuck between these alternative and seemingly contradictory practices and ideas while others learn to use them to position themselves optimally in their multi-ethnic environment. The paper argues that recognizing these parents as creative producers of their own solutions, and becoming conscious of their self-made support networks and the resources they provide, can offer professionals and policy makers a new paradigm for the design of social services and support for immigrant parents.

While most curricula addressing violence and peace are developed in privileged contexts, this paper reconsiders existing approaches to peace education from the perspective of communities affected by high levels of violence. In-depth analysis of the educational goals and practices of teachers in Brazilian slums demonstrates how they construct different levels of resistance to violence despite contextual restrictions. Teachers combined a restrictive approach with an ethic of care to create peaceful alternatives, while making use of their community position. The analyses underline the transformational potential of educational environments, while acknowledging the intricate dynamics of violence that narrow opportunities for change. Correspondingly, the paper considers how a critical understanding of the community context can inform peace educational programmes that aim for transformation.

This article investigates how minority Muslim parents experience and negotiate parenting, parenthood and citizenship in a context of increasing sociopolitical tensions. Drawing upon both parenting and parenthood as well as minority citizenship studies, it conceptualises parenthood as a domain for experiences of in- and exclusion of belonging to society. Based on an ethnographic study with self-organizing Moroccan-Dutch parent groups, analyses show that political discourses contesting migrants’ belonging to society as well as disqualifications of minority parenting in parenting discourses and social services enter these families’ domestic lives in pervasive ways. As parents engage in sociopolitical dynamics in public spheres, they ground themselves in migratory, classed, historical, religious and globalized perspectives to express, counter and co-build parenthood and citizenship notions. As such, this study sheds light on how parents affirm their civic contribution to society as a parent, as well as on the civic nature of parenthood. Translating the findings to practice, this article draws attention to minority Muslim families’ diverse stances as child rearing citizens.

Research shows that top‐down‐designed parenting programmes do not always meet the needs of postmigration parents. Bottom‐up programmes by migrant organizations hold a promise to fill this gap; however, research about these programmes and appropriate evaluation methodologies is scarce. Drawing upon Wenger's (2010) “communities of practice,” this paper explores an alternative perspective on parenting programme evaluation. Findings are presented from a study looking into social learning processes of postmigration parents who participated in a bottom‐up programme about raising teenagers in urban areas. Using an ethnographically inspired method combined with a preprogramme and postprogramme design, 115 Moroccan‐Dutch mothers and fathers from 15 programme groups participated. Results show that the programme provided a social learning space in which parents used themselves as resources to learn collectively about parenting. Moreover, parents consciously engaged in learning interactions across learning spaces stretched into their social networks. These analyses showed how parents' development of “learning citizenship” (Wenger, 2009) provides us with insight in collective learning dimensions present in a bottom‐up parenting programme, which is often not included in evaluation studies. Implications for practitioners as facilitators of parents' collective learning are presented.

This paper argues against the stereotypical image of the Chinese parent by studying how two groups of Chinese immigrant mothers, economic and knowledge immigrants, rebuilt their parenting ethnotheories after migration to the Netherlands. The results show that economic immigrants believe in natural growth and direct their children through authoritarian relationships, while knowledge immigrants see parenting as a task which demands much personal effort and an equal, transparent and close parent–child relationship. These differences are explained through a focus on both their pre-migration histories and how these are reinterpreted in the migration context.

This study examined the value of using a group-centered approach to evaluate process quality of early childhood education and care (ECEC). Is observed support of group processes a different aspect of classroom quality, and does it predict children's collaborative play in ECEC in the Netherlands? In two play situations, 37 teachers and 120 two- to four-year-old children were observed with the Classroom Assessment Scoring System (CLASS) Toddler and two new measures. In a two-level structural equation model, teachers’ support of group processes was positively related to the CLASS domains and to children's collaborative play, over and above the effect of children's cognitive ability and social competence. These findings suggest that ECEC quality evaluation could be enriched by adding group-centered indicators of classroom quality.

In this chapter I will address and analyse claims that argue that we need to turn to what has been lost through pedagogicization, and that we need to de-pedagogicize society. I will discuss the limitations and the potential of going native in an apparently over-pedagogicized society, through reflecting on the questions: How do we understand pedagogicization in relationship to learning? Is pedagogy, or teaching as a separate register unique? How do we understand a teaching register, and (why) do we need it?; Can we speak at all of a “natural” way of learning removed from communities of practice?

How can educative communities -initiatives of citizens to organize collective support for child raising- be optimized given the changing social fabric of the 21st century? Using the idea of networked individualism as a prototype of how support is organized in our current era, the question is raised how collective arrangements for child raising can be conceived when autonomy and individualism in parenting still gain importance. An empirical study of support networks of immigrant parents is used to point to the variety of ways in which individual parents seek to build new networks post-migration. Turning their back to old collectivities, these parents build individual networks of peers and professionals to gain new and specialized expertise according to their specific needs. It is argued that their network strategies can be a source of inspiration for how to conceive of educative communities in the 21st century given their ability to seek out new connections and expertise, their awareness of the importance of peer learning, and ability to connect the sometimes contradictory knowledge in order to make it work for their parenting.

The present study shows that power relations in classrooms between Dutch and immigrant students radically shift when students move from academic talk to more open, free talk. Whereas in their interactions with immigrant students, Dutch students are able to represent the more powerful role in the official, academic discourse, they lose this position in the unofficial, nonacademic discourse. These shifts show that ethnic relationships are played out differently in different discursive domains. They also show that academic identities do not exist as such but are specific to certain minority-majority relationships. This study builds upon a tradition of studies that have argued that ethnic minorities construct academic identities depending on the social setting. However, this study shows the instability of these constructions while demonstrating their dependency on specific ethnic interactions and discursive modes. The study is based on the analysis of interaction patterns in multi-ethnic classrooms in the Netherlands focussing on (a)symmetries in knowledge sharing. An ethnographic approach is combined with quantitative analyses to test group differences. The results are interpreted and discussed in the light of a poststructuralist view on how ethnic minority groups construct academic identities and how these are related to minority-majority relationships.

From time to time I watch videos, self-made ones, showing different Moroccan scenes. I kind of enjoy watching those. They make me go back in my mind to Morocco, and every once in a while I like that.

This exploratory study examines ethno-cultural diversity in youth ́s narratives regarding their online learning experiences while also investigating how these narratives can be understood from the analysis of their online network structure and composition. Based on ego-network data of 79 respondents this study compared the characteristics of the online social networks of native Dutch, Moroccan-Dutch, and Turkish-Dutch youth. Subsequently, thirty interviews were analyzed to compare youth’s narratives regarding two aspects typically associated with 21th century online learning: ‘individual online exploration’, and ‘participation, collaboration and exchange of information in online communities’. The results show that the three ethnic groups significantly differ regarding their online network composition. Youth’s narratives also reveal that their online learning experiences are ethno-specific. Youth differ regarding the nature of online communities in which they search for information, make new contacts and distribute their own media creations. For example, Turkish-Dutch youth primarily engage in their own ethnic transnational networks to find information and to share media content, whereas Moroccan-Dutch youth seem more open to develop new contacts and to search for information outside of their familiar network. It is suggested that these ethno-specific narratives can be understood as resonating specific network configurations.

This study examines whether teachers’ and parental attributions for children’s school performance differ depending on the ethnic background of the child. Using both quantitative and qualitative methods, real-life attributions within 54 teacher - parent conversations (15 ethnic majority; 39 minority) were examined. The results indicated that, compared with majority children, teachers attributed school performance of minority children more often to effort (also after controlling for the child’s level of school performance). At the same time, the analyses showed that these differences in attributional behavior co-occur with differences in the teacher-parents interaction and should be understood through including the conversational setting in which these attributions were made. The results are discussed in light of what the particular mismatches and lack of congruence in explaining school success between parents and teachers mean for the school performance of minority children. Keywords: attribution, parents, teacher, ethnic background, school performance

Networked learning is currently gaining more attention in the study of digital learning. Little attention has been paid to informal networks outside educational institutes. The current study contributes to this knowledge gap by researching the personal online networks of both immigrant and native youth in the Netherlands while focusing on how youth experience these networks in terms of learning. We mapped the online, personal networks of youth from various ethnic backgrounds and education levels living in the Netherlands. We investigated how these networks mediate learning according to participants' perspectives and whether all youth populations make equal use of their networks' learning potential. We applied an ego-network approach and collected information from 1227 participants (aged 12-18) regarding their online network contacts (e.g., age, gender, location) (in total 6135 contacts) and their interactions. Multilevel regression analyses were conducted respectively to measure the impact of individual and network-characteristics on network activities and to see whether network activities predicted perceived learning potential. The results support the relevance of a network perspective for the study of online learning. The divide between the variances of our two dependent variables -network activities and perceived learning potential- underpin that if we want to understand how young people learn in digital environments, merely looking at the individual level is not enough. Furthermore, the study showed that dense networks, with similar others and strong bonds with online contacts were fostering the perceived learning in networks, although certain patterns also significantly differed per group.

Migration induces complex processes of human transformation that are usually not reflected in theories that describe these changes. In most theories regarding these transformations, the implicit assumption is that immigrants undergo a transition to the culture of the mainstream population according to a modernization perspective. Based on a review of the literature as well as through illustrations with empirical data, it is argued that current conceptualizations, such as acculturation, cannot capture the complexities of the transformations that take place when multiple cultural traditions come into contact with each other. In this paper, alternative models of understanding the cultural complexities in migration settings are proposed with a focus on how these apply to child rearing practices.

This article compares the pre-migration and post-migration socialization practices of Moroccan families in The Netherlands. Our main theoretical interest is in continuity and change in the reconstruction of socialization practices in new contexts and how the nature of this reconstruction can be understood. The article addresses social organization in general, the social organization of the family, values and goals related to upbringing and practices of upbringing. The findings indicate a changed power balance in the family, a diminishing distance between parents and children, and a more egalitarian style of parenting.These changes are interpreted against the idea of the ‘loss of locality’ and the reproduction of old practices in new contexts in which cultural differences do not count ‘as such’ but become the input for a complex process in which both local and more global developments, both resistance to change and attempts to adapt constantly interact.