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The war in Ukraine has affected the internationalization of higher education in Kyrgyzstan in a number of ways, some unique to Kyrgyzstan and some paralleling effects in other countries. This reflective essay, drawing on four theoretical frameworks, with a focus on examining the actors involved, and informed by personal communications and participant observations, suggests that further research is needed on a number of Kyrgyzstan-specific topics. Moreover, the presence in Kyrgyzstan's capital of two internationalized universities with connections to opposing side in the conflict -- the Kyrgyz-Russian Slavic University and the American University in Central Asia -- puts forth the notion that post-World War II assumptions about internationalization contributing to mutual understanding were developed in specific contexts. The complexity of the forms internationalization takes now implies that the comparative and international education field might benefit from some broader rethinking about the rationales for and effects of internationalization.

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.

Artificial intelligence (AI) and automation are newly impacting the governance of international students, a temporary resident category significant for both direct economic contributions and the formation of a "pool" of potential future immigrants in many immigrant-dependent countries. This paper focuses on tensions within Canada's education-migration ("edugration") system as new technologies intersect with migration regimes, which in turn relate to broader issues of security, administrative burdens, migration governance, and border imperialism. Using an Accidental Ethnography (AccE) approach drawing from practitioner-based legal research, we discuss three themes: (1) "bots at the gate" and the guise of AI's objectivity; (2) a murky international edu-tech industry; and (3) the administrative burdens of digitalized application systems. We suggest that researchers, particularly in education, can benefit from the insights of immigration practitioners who often become aware of potential trends before those less embedded in the everyday negotiation of migration governance.

While many Vietnamese students are reported to study abroad, the experiences of home-making among Vietnamese returning students are paid scant attention to in current research on Vietnamese international student mobility. Following a Heideggerian perspective on building and dwelling at home, this study explores the sense-making of home through conversations with 13 Vietnamese returning graduates. The analysis of the empirical material shows that home which is constructed and experienced by the returning graduates' use of intersecting materials is socially shared. It is an embodiment of returning migrants' engagement in the world with familiarity and discomfort created by their friction with the interrelated materialistic and discursive aspects of life. Their returns involve incomplete life happenings with diverse emotions and experiences of belonging. The findings of this study add nuance to the extant understanding of home as belonging and challenge the common conceptualization of home as a private space.

Obtaining reliable and timely estimates of migration flows is critical for advancing the migration theory and guiding policy decisions, but it remains a challenge. Digital data provide granular information on time and space, but do not draw from representative samples of the population, leading to biased estimates. We propose a method for combining digital data and official statistics by using the official statistics to model the spatial and temporal dependence structure of the biases of digital data. We use simulations to demonstrate the validity of the model, then empirically illustrate our approach by combining geo-located Twitter data with data from the American Community Survey (ACS) to estimate state-level out-migration probabilities in the United States. We show that our model, which combines unbiased and biased data, produces predictions that are more accurate than predictions based solely on unbiased data. Our approach demonstrates how digital data can be used to complement, rather than replace, official statistics.

The current study analysed the relationships between socio-economic status, migration background, and non-cognitive factors and PISA reading and mathematics achievement. The results from multi-level analyses on Sweden's PISA survey from 2018 indicate that both mathematics achievement and reading achievement are affected by SES, migration background, reading abilities, growth mindset, and the ability to master the content. Between-school level differences are explained by reading motivation and the mother's educational level. Our findings stress the importance of both socio-demographic, socio-economic, and non-cognitive factors such as reading self-concept and growth mindset for both mathematics achievement and reading achievement.

While the lack of educational opportunities limits the future of most people in Ethiopia, they pose dire consequences to young people in migration hotspot areas. Using input-process-outcome-context-education quality framework, this study investigated the quality of education in eight migration hotspot areas of Ethiopia and its association with migration. A random sample of 1,187 participants (793 students, 262 teachers and 132 parents) completed a survey. Data were analysed using descriptive and inferential statistics. Results indicated that participants' overall rating of education quality was low. Over a third of participants perceived that input, process and outcome components of education in migration hotspot areas have a quality problem. Over 80% of the participants believed that poor quality of education could be a cause for migration. More specifically, a significant portion of the participants (37%) reported that there was no pedagogical centre in their respective schools; continuous assessment was practiced rarely (36%); and creativity and discovery among students was almost non-existent (40%). The participants' ratings indicated that the top five factors that contribute to the poor quality of education are low level of teacher competence, poor student motivation, poverty, value attached to education and large class size.

In an era where migration across borders is increasingly the norm, how are our understandings of language and the ways we talk about language being reimagined along the way? This article examines this question by attending to the shifting metadiscourses of "Chinglish," a colloquialism referring to Chinese-English hybridizations. Chinglish, originally used to describe an incompetent interlanguage, has come to be invoked as a means of establishing "China English" as a legitimate world English variety, or more recently even as an innovative form of translingual practice. This article presents Chinglish as a form of "border languaging," which enables us to take stock of the shifting meanings of Chinglish in relation to the linguistic "border" between English and Chinese upon which such metadiscursive framings hinge, and how the shifting orientations to such linguistic borders invite new ways of conceptualizing Chinglish and historically marginalized language practices more generally.

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.

This paper explores children's encounters with migration in global contexts through storytelling. Children from two primary schools in Manchester, UK and Cape Town, South Africa, developed stories of self through object elicitation, poetry and self-made artefacts. The children had either directly or indirectly experienced migration across borders. We combined objects that were brought from home, drawings and annotations in exploring the significance of children's ordinary everyday encounters. While the children's story work captures their individual perceptions of self, the collections of objects, drawings and artefacts reflect ideas about what it means to be a child in a world of mobility where human and more-than-human are entangled together. We explore children's stories in relation to mobility, belonging and more-than-human connections. However, we acknowledge that the interpretation of the 'final' stories is incomplete as they continue to change in a process of becoming.

Despite the uptick in awareness of racial and other sociocultural diversity owing to recent social movements particularly in the United States but also in many countries in Europe, deep understanding of identity and bias is lacking and remedies for policy and practice inequities in the education sector remain. Steadily increasing racial and linguistic heterogeneity demands better understanding on the part of school leaders--and the larger school staff--to redress inequity and improve schooling for all students. This study utilized in-depth interviews to gather secondary school leaders' perspectives on, and level of engagement with, diversity in Fribourg, Switzerland. Findings revealed that school leaders are, overall, inadequately prepared to tackle difficult, identity-charged conversations or to confront their own positionality and subjectivity vis-à-vis newcomer students. Recommendations are made for aspiring and current school leaders to become active by practicing diversity-engaged leadership.

The importance of storytelling in African American quilt heritage is critical to understanding the context in which these objects were and are created and the meaning this art has for the maker, their communities, and wider audiences. Quilts made by African American artists have been overlooked and misinterpreted by those who do not have access to the associated stories or knowledge about the contexts in which they were created. Thus, it is critical to collect and make accessible not only images and physical data on quilts, but also the stories of those who made and used them. The Black Diaspora Quilt History Project aims to preserve a body of data of this important traditional expressive art in its myriad forms and to make that data freely accessible for teaching and research. This effort to gather and digitize primary and secondary sources on African American, African, and African Diaspora quilt history draws from geographically dispersed public and private collections.

This article explores the intellectual migration patterns of Kazakhstanis who have completed their studies at foreign universities. Through a survey conducted among 1,111 graduates and interviews with 44 individuals holding master's and doctoral degrees from renowned global institutions, this study examines the factors influencing the Kazakhstanis' decisions to relocate to other countries. The findings reveal that the primary motivations for permanent migration include competitive salaries (54%), high level of socio-economic development in the destination country (52%), prospects for career advancement (38%), access to quality education and healthcare (32%), and lower levels of corruption (28%). Moreover, the research highlights that the preferred countries for highly qualified specialists from Kazakhstan are USA, Great Britain, and Canada. Logistic regression models indicate that individuals with prior work experience abroad, those who studied in the UK, and those residing in the suburban areas of Kazakhstan are more likely to move to another country for permanent residency.

In Thailand, 408 campuses of the Buddhist Scripture School provide education to orphans, minorities, and disadvantaged children. Approximately 34,000 students are enrolled on the campuses nationwide. These students were ordained as novices and monks. In addition to studying their religious curriculum, they take courses in the general education, including English classes, and can obtain a high-school certificate. However, learning is disrupted regularly due to duties in the Buddhist communities, serving as the officiants of ceremonies, including merit making, funerals, weddings, etc., so their English achievement may not be satisfactory. This qualitative research investigated circumstances, challenges, and approaches to inclusive English education for novices and monks by adopting a critical pedagogy as the theoretical and analytical framework and a phenomenological approach as the methodological framework. The researcher visited a rural temple school to observe classes, inspect documents, and interview students, teachers, and abbots. The results show that most students resided in temples where people speak the Khmer dialect, and there were not enough opportunities to use English. The number of monks had decreased because of migration. Teachers had added responsibilities. Inclusive English education could be achieved by revitalizing the local economy and establishing a mentoring program to motivate them and inculcate student agency.

International actors increasingly advocate for partnerships in education in emergencies (EiE) to address the dire educational opportunities of school-aged children in sites of disaster, armed conflict, forced migration, and other humanitarian crises. This study explores the nature of partnerships in EiE. We examine the impetus behind an expansion of partnerships among diverse global actors and key characteristics, relationships, and dynamics within these partnerships. Using data collected from key informant interviews and documents from organizations involved in the Syria refugee education response (2018-2021), we detail two emerging characteristics of partnerships in EiE: (1) market-based principles in rhetoric and practice; and (2) a rise in private sector participation. While partnerships aim to improve coordination between agencies, our study uncovers the counterintuitive finding that competition characterizes the EiE partnership space more often than coordination. Furthermore, despite the education and humanitarian community's promotion of a "localization agenda"--prioritizing full participation of affected local communities as partners in education policy and implementation--our research points to a maintained hierarchy where international actors hold most influence in EiE. We discuss the practical implications of this power asymmetry within the broader context of marketized humanitarianism, and raise concerns regarding equity within unchecked partnerships.

This qualitative study is focused on the political and social connections among disability, race, language, and migration that affect how emergent bilingual students are labeled as disabled and marginalized in schools despite--or, perhaps, through--educational and migration policies. Specifically, this study is concerned with the connections between educational policies at the school-level and the sanctuary policies at the community-level which purport inclusion, belonging, and care without authentically and critically engaging and responding to the diverse needs and perspectives of the stakeholders these policies are intended to serve. Based on the findings of a qualitative study in a mid-sized sanctuary city in Upstate New York, the author offers a reconceptualization of sanctuary as a critical reflexive process, rather than stand-alone policy or political boundary, and what this means for the education and engagement of emergent bilingual students labeled as disabled (EB/LAD) and these students' families and communities.

This article works toward conceptualizing frictions between colonial education and non-Western traditions of African education in the modern African state. Signaling manifestations of educational friction or disequilibrium, we apply the concept of haunting to uncover ways the legacy of colonial education is reproduced through Western modernity as a form of disembodied educational practice, conflicting with the ghostly presence of collective African educational traditions. More specifically, we offer a conceptual inquiry into the phenomena of "Jinne Maimouna," what has been called a mysterious "mass hysteria" within Senegalese schools. In doing so, we work toward a rethinking of education in relation with the transatlantic Black Radical Tradition and links to haunted forms of Atlantic migrations by Senegalese youth. The article gestures toward the power within the deeply rooted knowledge systems and practices emanating from Africa that return in the present and future. We suggest that practices of deciphering and rethinking the embodiment of traditions of African education might offer methods that break from colonizing episteme toward longer temporal educational liberation.

This article examines the career development of international football coaches in the context of their transnational migration. Previous research has mainly relied on the normative stages models to explain coaching career development, which has limitations in capturing the complexity and diversity of coach career trajectories, particularly in terms of unique individual experiences and contextual impacts on their career development. Drawing upon the theory of careership, this article seeks to bridge the gap by focusing on how individual coaches navigate their careers according to their horizon for action. Careership theory provides a useful lens through which to examine the interactions between individuals and their contexts, in gaining a more nuanced understanding of how these interactions shape career trajectories. Semi-structured interviews were conducted with eight international coaches who worked in China to gather qualitative data. The results show that the migration of coaches closely intertwined with their career development in a variety of ways, which were manifested in different career horizons for migration within two distinct stages of career development: (1) 'career-consolidation' reflecting the willingness to stabilise and solidify the career pathways, and (2) 'career-reformulation' highlighting the desires or needs to change the current career trajectories. The findings of this article suggest that career development is a multifaceted process encompassing normative, longitudinal steps, individualised approaches, objectives, constraints and unexpected events. Analysing coaches' horizons for action allows researchers and practitioners (e.g. coach educators) to gain a holistic picture of individual and contextual distinctions within the longitudinal stages of coaching career development.

In the early 1940s, Black artist Jacob Lawrence painted a series of 60 panels that are now collectively called "The Migration Series." The panels tell the story of how Black Americans migrated from the South to the North, beginning with World War I. The panels provide an uncommon example of the intersection of economics, Black American history, and art that can be used in a variety of economics classes. The artist and the subject allow instructors to easily address diversity and inclusion in their classrooms. This article's author provides background on Jacob Lawrence and the Great Migration and insights into the economics found in the panels themselves. Finally, suggestions on how to use "The Migration Series" in a variety of classes are discussed.

This study is constructed of life course profiles of the educational trajectories of a cohort of rural girls from a village in the mountains of western China during critical educational reform years. Observational date were collected annually from 2000-2022. Findings show that even in remote mountainous region of China, village girls attained surprisingly advanced educational levels. Specifically, 76 percent of the participants had attained education beyond the compulsory level; 92 percent progressed to senior secondary school, and their graduation rate was 94 percent. The entrance rates to tertiary institutions rose to 100 percent of graduates. Notably, a substantial proportion of the participants, constituting 29 percent, persisted in tertiary education, with a notable 17 percent gaining admission to academic tertiary institutions. The case study conducted in Sha'anxi, situated in one of the most remote mountainous regions, illustrates a profound transition in schooling dynamics from rural to urban contexts. This comprehensive transformation prompts a reasonable inference that similar patterns of schooling migration are likely observable in less remote rural areas across China. Consequently, there arises a compelling argument for the integration of educational provisions in migrant "urban villages" and "peri-urban rural developments" into the municipal school systems, ensuring equitable allocation of resources to these under-resourced areas. Especially in light of China's significant aging population skewness, the integration of urban migrant educational provisions becomes even more imperative.

The decolonization of applied linguistics is a critique of applied linguistics (see Phillipson, 1999; Phipps, 2018 and Pennycook & Makoni, 2020). We argue for a shift toward the Global South, in particular Africa, and for the importance of paying attention to 'race' as a significant category of analysis in applied linguistics in Africa. Three points require attention in a decolonized applied linguistics: (1) The identification of northern sociolinguistic theories masked as universal and a shift toward Southern frameworks, (2) The acknowledgment of 'white privilege' and 'white fragility' in language studies, more generally, and the inclusion of 'race' as a category of analysis among authors, and (3) The under-representation of female African scholars. The challenges transcend an agenda that redresses exclusions, and the colonial past of linguistics and location in neoliberal times. We question principles underlying applied linguistics in the Global North, often based on patriarchal and capitalist impositions, and epistemological racism in applied linguistics. We argue for a decolonized applied linguistics which draws from indigenous cosmovisions. These cosmovisions sidestep the dualism that is typical of Global North scholarship: individual/collective, body/mind. We show that Euro-American applied linguistics is evolving toward Africa in particular fields.

The increasing speed of societal, environmental, technological, and workplace changes brings into sharper focus the question of how people shape and learn from transitions, such as so-called 'skilled migration'. Taking a doing transitions and doing migration perspective, I assert that transitions and migration do not simply exist but are constituted relationally through social practices and accompanied by learning processes. This paper reports findings from qualitative research into the question of how people learn and transform their understandings of (life)time when moving to a new country and seeking entry into the labour market. The study used the documentary method to analyse data from 20 biographical-narrative interviews with people who moved to Canada as adults. Findings indicate different modes of dealing with shifts in temporal contexts during migration as decompressing lifetime, losing time, and going with the flow. These modes are associated with positive transformative learning, negative transformative learning, and learning through participation in practices. This study has implications for theorising learning during life course transitions as a socially embedded process. It also points to the need for differentiated support as individuals seek to enter new labour markets or make career changes in the context of migration.

'Diaspora' is a term that has undergone transformation throughout history. In its original sense, it referred to the Jewish population residing outside of their native land in Palestine. In its current usage, it encompasses any dispersion of people or linguistic and cultural phenomena originating from a localized source. The transnational narrative of Gun Island parallels the dispersion of both human and non-human animals caused by human-induced climate change. Humans migrate for various reasons, including environmental factors and economic opportunities, while non-human animals migrate solely due to pervasive climate change in the Anthropocene. This study argues that the novel invites readers to rethink the global perspective of diaspora from a more inclusive and ecological standpoint, recognizing that nonhuman animals also exhibit some features common to human diaspora groups. Examples include displacement from original habitats, encountering challenges in new environments, and bearing cultural or ecological relevance for source regions.

This paper investigates the effects of migration and work experience on university-to-work transitions of German university graduates. We use a job search model, signaling and social network theory to discuss different links between the duration of labor market entry, graduate mobility and work experience. We apply event history analyses and make use of administrative social security records to examine whether work experience and pre-study as well as post-study migration accelerates the labor market entry of graduates. Our regression results stress the importance of both mobility and work experience for the length of the transition period. However, whether the effect is beneficial or adverse depends on the type of graduate migration and previous employment.

Segregated schools have not been sufficiently explored and reflected upon. The appearance and facilities of these schools have not yet been mapped in detail, nor how they operate day by day. This article attempts to help fill this knowledge gap through the example of a segregated school in eastern Slovakia attended exclusively by Roma pupils. The research concerns to a 13-year-old Roma boy who attends first grade with 7-year-old classmates and who had moved with his family from England to Slovakia. The article is based on qualitative research and the ethnographic observation method, supplemented by interviews with teachers and fieldworkers from an NGO. The research results show how this segregated school had a negative effect on the future of the children who were attending. The poor condition and lack of material equipment have a very significant impact on the quality of teaching and learning.

"Research Findings:" This study examined how family socioeconomic status and home environment may help explain the indirect relationship between parental migration status and rural Chinese children's holistic development. A total of 198 preschool-age children and their primary caregivers were recruited from three rural preschools in Jiangsu Province in China. The results indicated that parental migration was negatively associated with family socioeconomic status. When the family's socioeconomic background is low, the less favorable and stimulating home environment the family can provide for children, resulting in detrimental effects on the child's development. The findings not only provide support for the family system theory to explain the relationship between parental migration and child development, but also reveal family socioeconomic status and home environment as potential sequential pathways. "Practice or Policy:" The study calls for attention to children's development in rural China, considering the complexity of the parental migration status. The findings can facilitate rural parent education in the context of rural education revitalization. Primary caregivers in rural areas should become aware of the critical value of a family's structural and process factors, adjust their parenting attitudes and behaviors, create a positive home environment for the child, and eventually align to reduce the risk factors and enhance the well-being of rural children.

School grades are among the most common measurements used to analyze equality of outcome in education. Large or increasing 'gaps' in school grades between boys and girls and between students with different migration background are considered strong indicators of inequality. Based on students' school grades, several studies have shown that equality in Swedish schools has decreased during the last two decades. Although equality has been described as one of the most important goals in physical education (PE), studies that focus on equality of outcome are lacking. Moreover, there have been no studies that focus on equality of outcome since the 2011 implementation of a new school grading system in Sweden. Therefore, the aim of this study is to contribute with new knowledge on equality in PE in Sweden - in regard to gender and migration background. The study is based on register data for all students enrolled in Swedish schools during the years 2012-2016 from Grades 6 and 9 and Year 1 in upper secondary school (N = 1,294,990). Based on a cross-sectional approach, analyses were conducted to explore general trends in students' school grades in PE in the study period 2012-2016, and to calculate the percentage difference in PE grades between students with a Swedish background and both students with a foreign background and foreign-born students. After controlling for grade inflation, regression analyses with Wald tests were used to analyze how gender has moderated the relationship between migration background and school grades in PE in Sweden between 2012 and 2016. The results from this study suggest that (a) the intersection of gender and migration background is related to unequal school grades in PE, (b) there are gender equality issues in relation to students' school grades in PE and, (c) the most prominent equality issues concern the group foreign-born girls.

This paper offers the intellectual goals and content that guided a National Endowment for the Humanities (NEH) K-12 Summer Institute entitled "The Role of Geographic Mobility in the African American Freedom Struggle." Readers are provided background and concepts for exploring Black geographies of mobility in classrooms. Geographic mobility is a core democratic principle important to understanding the African American Freedom Struggle and the politics of mobility, a recognition that the very dynamics of where, when, and how we move is a product of the exercise of social power and the distribution of rights. Institute teachers worked to develop content expertise and knowledge necessary to answer three major questions: (1) In what ways has geographic mobility been used as a means of racial control and exclusion against African Americans? (2) In what ways have African Americans used geographic mobility as a form of resistance, resilience, and world-making? (3) In what ways have racialized mobility patterns and practices shaped U.S. landscapes and people's experiences, well-being, and vulnerability in those places?

The topic of linguistic landscapes (LLs) is very important in the area of sociolinguistics of multilingual societies. A linguistic landscape reflects the underlying ideologies regarding languages and their speakers, linguistic diversity, language statuses and perceived values. This study investigated multilingual LL of Cyprus under the conceptual framework of Geo-semiotics by implementing an in-depth qualitative and quantitative landscape analysis of visible semiotic signs in public space, trying to interpret their indexicality and deeper layers of meaning in relation to multilingualism situation in the country, the link between discourse and space, as well as the perceptions and attitudes of the Greek Cypriot population towards multilingualism and multilingual LL. We used photographic material in our data collection - 4,200 photos of all geographical areas of Cyprus, which were analysed quantitatively and qualitatively and interpreted in terms of language, arrangement of displayed text and images, LL genre, visual semiotics, placement and surroundings in line with the principles of the symbolic construction of the public space. It was found that sign readers have a positive attitude towards multilingualism and multilingual signs in Cyprus and that the LL in Cyprus is complex and unique and is related to the political economy of language and space.

Conversations surrounding decolonial humanistic sociology have been guided by a moral imperative--to advance a radical critique of society for the purpose of reducing inequality. Storytelling has been used by marginalized groups to advance decolonization. Exactly how can instructors use the power of storytelling and maps to facilitate the study of migration among students? We argue that narratives, maps, and museum-like exhibitions can be used to teach human migration in a way that moves beyond the dominant approach of push-pull nation-centered demography. This contribution describes how decolonial humanistic sociology informed the development of the Global Migrations Exhibit Assignment: a hands-on learning experience focused on translating students' learning into action. We outline learning outcomes, review a sample of students' work, and consider the limitations of the assignment. We also consider the hostile responses those who use the assignment may face and discuss the peril this poses to academic freedom and democracy.

In the context of policy-driven language testing for citizenship, a growing body of research examines the political justifications and ethical implications of language requirements and test use. However, virtually no studies have looked at the role that language testers play in the evolution of language requirements. Critical gaps remain in our understanding of language testers' first-hand experiences interacting with policymakers and how they perceive the use of tests in public policy. We examined these questions using an exploratory design and semi-structured interviews with 28 test executives representing 25 exam boards in 20 European countries. The interviews were transcribed and double coded in NVivo (weighted kappa = 0.83) using a priori and inductive coding. We used a horizontal analysis to evaluate responses by participant and a vertical analysis to identify between-case themes. Findings indicate that language testers may benefit from policy literacy to form part of policy webs wherein they can influence instrumental decisions concerning language in migration policy.

Work-related temporary migration became more common recently among privileged groups of global professionals. This globally mobile middle-class cohort typically place their children in international schools. Such international schools usually teach in English, follow a different curriculum from local schools, and have a wide cultural mix. Our study provides new data on the barely documented parental involvement of this emerging cohort of the globally mobile middle classes. We examine, using Bourdieu's framework, how these parents seek to maintain their status and advance the cultural capital of their children despite their loss of nationally based class reproduction strategies. Our analysis applied a qualitative approach, using data from 28 interviews with parents from five international schools in Limassol, Cyprus. We show how variations on traditional middle class school involvement at international schools help families accumulate cultural, social, and cosmopolitan capital.

Purpose: This article presents fieldwork perspectives and research reflexivity gained from the cross-national research team, with the aim of promoting better qualitative research practices in transnational research. It focuses on how the team incorporates diverse cultural perspectives and insider and outsider roles to enhance the research in the data collection process. Design/methodology/approach: This article is drawn from the authors' qualitative research with 25 Japanese retirees in Thailand, addressing cultural challenges encountered by researchers in the cross-national team when conducting field research. Findings: Our findings indicate that researchers with an emic view in the cross-national team who shared nationality and cultural background as the participants facilitated an effective recruitment process and productive collaboration in data gathering. They also served as cultural brokers, tailoring smooth communication during interviews on certain cultures, participant traits and sensitive issues. On the other hand, the outsiders helped the team uncover more transnational issues that the insiders had overlooked. Additionally, combining emic and etic perspectives helps to avoid ethnocentric narratives or purely etic and emic conclusions. Originality/value: This article addresses a gap in the methodological reflections in transnational research that remains largely overlooked. Our reflection highlights the advantages of cross-national teams, which include researchers from emigration and immigration countries. Their status and roles as insiders and outsiders significantly facilitate a positive impact on the research process and increase the extent of investigating the complex cultural dynamics of transnational practices. The incorporation of emic and etic perspectives is suggested in the methodological approach for transnational migration research.

Drawing on 18 months of ethnographic engagement in Guatemala with Indigenous youth, local community organizations, and transnational nongovernmental organizations, this article examines how young people imagine and work toward alternative futures at the intersection of extensive migration and a developmentalist push for educational attainment. I show how, within the development infrastructures generated by migration, contrasting futures are rendered, with concerns over education being a key site for this imaginative and future-oriented work.

Empirical research on international student migrants has sometimes homogenised this group, framing it as predominantly made up of privileged members of the global middle-class. This has led to calls to acknowledge and address the precarity faced by international students in their respective host countries more comprehensively. This study aims to explore how levels of financial precarity vary among international students in Australia, and how this in turn contributes to varying levels of precariousness in the personal spheres of students' lives. In doing so, we centre and refine the concept of precarity for use in studies of internationally mobile students, arguing for its use as a 'relational nexus', bridging financial precarity and broader lived experiences. Drawing on a large-scale survey and semi-structured interviews with 48 students, we emphasise the linkages between financial precarity and precariousness as a socio-ontological experience, explored through the examples of time poverty, physical and mental wellbeing, and relationships.

Given the increasing popularity of the science-fiction genre, its capacity for worldbuilding and its long-durée vision, coupled with both the difficulty of discussing issues of migration in today's world as something more than a problem of the present and the necessity to go beyond this presentism, the author argues that science-fiction films provide an excellent tool for peace education inside and outside the classroom in general and to address migration in particular. This article discusses the why and how of using science fiction films for peace education, which the author claims is not necessarily taught in the classroom or special programs but should also be seen as part of lifelong learning/continuous education.

This paper seeks to explain the migration decisions of minority language speakers by investigating motivating factors. Viewed through a language planning lens, the study pushes the parameters of some of the discipline's more recent agency concepts within the context of migration. Semi-structured interviews were conducted with 60 Welsh speakers aged 18-40 who have stayed, left, or returned to the Welsh language 'heartlands' to create a typology representing the diversity in speakers' priorities when deliberating migration decisions. The data shows that the Welsh language is a significant consideration in the migration decisions of some typology groups, however most groups prioritised other factors. It was found that, in some cases, employment was a means of sustaining speakers within the linguistic community or attracting them back, offering much-needed evidence to support key tenets of the Welsh Government's current language strategy. Furthermore, given the likelihood of minority language speakers' decision to stay, leave or return to a language 'stronghold' to increase or limit opportunities to use the language, we argue that migration is an important context for probing the use of agency by minority language speakers at a micro level. Consequently, we contend that migration should receive greater attention from language planning scholars.

The graphic novel "Alpha: Abidjan to Paris" follows the fictional character Alpha from Côte d'Ivoire to Paris, France, detailing his struggles as a displaced person without legal status as well as the various barriers he encounters on his journey to finding safety. The story of Alpha demonstrates a multifaceted, intersectional, and complex experience illustrating the social, political, and economic "crisis" of displacement. The graphic novel also critiques the ways by which displaced persons experience the violence produced by the international refugee regime, especially among West Africa, North Africa, and the European Union. The idea of "crisis" is expressed in the graphic novel in multiple ways. The language and images used accurately portray the tragedy that so many displaced persons have to experience. By highlighting the reasons that people leave hopeless conditions in search of a more secure life, the novel redefines crisis not as an individual experience, but rather the result of harmful decisions produced at the state and global level. The graphic novel demonstrates how powerful institutions can open up their borders to particular types of migration while simultaneously closing it off to other groups, depending on their intersecting identities (including their national origin, race, age, sex, and socioeconomic status).

The incidence of app-based gig work is expanding rapidly in developed global north countries. Many app-based gig workers are migrants from developing global south countries searching for a better life in their resettlement countries. App-based gig work, however, is insecure, irregular and potentially precarious. Access to decent work is vital for migrants' integration after resettlement and also their career development. In the context of the decent work agenda, this article explores the intersections of migration, app-based gig work, and southern migrants' career development in the global north and considers the implications for career practice and research.

The aim of the present study was to contribute knowledge about how adult L2 learners perceived their possibilities to use and develop the target language (Swedish) when formal language teaching was combined with placements. Situated in the context of Swedish for Immigrants (SFI), the study drew inspiration from action research and ethnographic methodology. A thematic analysis was conducted underpinned by the systemic-functional linguistic concepts of field, tenor and mode. The findings showed that the students highly valued interaction with L1 Swedish speakers outside of the classroom. Several of the students described rich opportunities to interact socially, which, however, also entailed anxiety about their status as L2 speakers. A few of the students reported accessing field-specific language and literacy practices that aligned with their current career goals. However, students with placements relating to kitchen, garage and warehouse work voiced feeling isolated and having little opportunity for social interaction. While students in the first of two course instances found it difficult to discuss and exemplify language they had learnt, a vocabulary assignment developed for the second course instance facilitated discussions about placement-related words and expressions. Implications for teaching are discussed, including using authentic examples of workplace discourse as preparation for placement visits.

A growing corpus of interdisciplinary scholarship focuses on migration, particularly the increasing intensity of forced migration, or displacement, and the sociocultural, political, and symbolic dimensions of global resettlement. Yet, there are limited empirical studies on how U.S. educators in urban contexts address these processes, including but not limited to displacement-based trauma and associated student needs. While educational scholarship has examined structural issues affecting increased educator burnout, a research paucity also exists regarding how educators experience relevant stress related to these dynamics. This article presents findings from a multi-method qualitative case study that examined how high school educators leveraged available educational policy and practice supports to address refugee and hurricane displaced student needs. Our research underscores multi-level system complexity that influences school-related resettlement processes, and specifically as relevant to supporting student mental health and mitigating educator stress. Utilizing a critical and social ecological theoretical approach, our findings offer a framework for anti-deficit, cultural and linguistically responsive, and trauma-informed student practices, who in rebuilding a new home in the U.S., can experience continued and new forms of marginalization. Implications for educational research and leadership practice are discussed.

Sport, in particular football, can provide a useful means through which to explore the related issues of migration and national identity. Sports stars migrate from one country to another often mirroring patterns of more widespread migration from periphery to core. Such movements are influenced by a range of factors. In an increasingly commercialised and globalised sport, the exploration of footballers' roots and the routes they take feeds into a consideration of issues of place identity and belonging. In international sporting competition, competitors don the national colours, sing the anthem and "fly the flag", and in doing so become the embodiment of the wider imagined community. Traditionally those who compete for countries have usually been born and raised there or have lived there for sizeable periods of their lives. In recent years, however, the selection by international sports teams of competitors born in other countries has become increasingly common. The use of these footballing examples provides insights into migration, diaspora, citizenship, globalisation, and the multi-layered and contingent nature of national identity. Sport can offer a useful means of illuminating these various geographic themes and socio-spatial processes, thereby rendering them more accessible and interesting to students.

Informed by Bourdieu's conceptualisation of habitus and its relation with social class, this study explores the construction and negotiation of middle-class identity among a group of urban overseas returnees in China. Using ethnographic interviews and online observational data, the study found that participants built a compliant identity conforming to their parents' expectations and metrics of being 'middle-class'. However, they resisted their families' positioning and the ideal class role images imposed upon them. In their workplace, participants negotiated this middle-class identity mainly by exhibiting professional qualities drawing upon their linguistic capital and new habitus gained through their overseas educational experiences. The privileged identity that the participants exhibited, however, was not without dilemmas and struggles due to their different set of habitus and linguistic practices. Finally, participants were found to project a new middle-class image with translanguaging practice and distinctive lifestyles by co-constructing a 'returnees circle'.

Although calls for responding to migration-related diversity in education are not novel, few studies have examined linguistic and affective outcomes of diversity-sensitive approaches for vocabulary teaching. This article reports on an intervention study in which beginner English-foreign-language learners (N = 51, M[subscript age] = 8.67 years) worked on one textbook unit (five 45-min lessons). Teachers supplemented the unit with translingual scaffolds and encouraged students to draw on and use their linguistic resources (plurilingual group), or stimulated appreciation of plurilingualism and positive language attitudes (motivation group). We assessed language gains through pre-, post-, and follow-up tests, and measured affect after each lesson. Both intervention groups outperformed the control group, which worked only with the textbooks, regarding productive vocabulary learning. Translingual scaffolding was beneficial for sustaining vocabulary gains. The data further indicate that motivational activities stimulate positive affect, but only the plurilingual group showed lower negative affect than the control group. Overall, the data suggest that intervention activities can augment productive vocabulary and support student well-being. We argue that future studies should pay more attention to affective outcomes when exploring ways of addressing migration-related diversity in the classroom.