Migration and Education
Bibliographic Data
| ID | 12928710 |
|---|---|
| Authors | Paul Miller (0000-0002-7934-8119, corresponding author) |
| Year | 2011 |
| Volume | 3 |
| Issue | 3 |
| Pages | 192-195 |
| Publication date | 2011-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2304/power.2011.3.3.192 |
| OpenAlex | W2215994641 |
| Language | EN |
| Citations received | 2 |
| References cited | 3 |
This Special Edition of Power and Education on the subject of Migration and Education could not come at a more critical time. There is no ‘agreed’ definition for migration (International Organisation for Migration, 2005); however, it is commonly held that migration is the physical movement from one place to another. This may be in small or large groups. Education, which has been used synonymously to schooling, is similarly problematic to define, and has been suggested by Gregory (2002) to be concerned primarily with equipping minds to makes sense of the physical, social and cultural worlds. From these definitions, a close relationship between migration and education can be seen, which is being bolstered by the increased pace of globalisation. The relationship between these two concepts – education and migration – one can deduce, is as interrelated as they are dynamic. Nevertheless, interrelatedness is perhaps most noticeable in terms of world trade, although less noticeable forms of interrelatedness such as government policies and written and spoken communication skills are at play. The resulting interplay is a plethora of opportunities and challenges, often premised on a shifting borderland narrative and manifested in discourses around curricula and qualifications comparability, educational accreditation, social justice and identity trajectories. Concomitantly, notions of ‘North’ and ‘South’ are being replaced by a new social international order in which a ‘world citizen’ is constructed as possessing a developed understanding of the world and making the world their home through travel. But education, making sense of physical, social and cultural worlds, makes the process and act of migration easier to understand by offering a range of models (Ravenstein, 1878; Stouffer, 1960) and discourses (Todaro, 1969; International Organisation for Migration, 2005) through which the movement of individuals can be debated, if not explained. Conversely, migration presents education with opportunities for the production and dissemination of knowledge and the sharing of skills and expertise. That is, migration presents opportunities for culture sharing and for cultural literacy to develop and to be embedded in lifestyle and practice among individuals, communities and even societies. Additionally, the challenges migration brings to education systems and to different actors within such systems cannot be ignored. Fundamentally, education can be thought of as a vehicle which aids our understanding of these issues. The intricate relationship between migration and education can therefore be explained by this metaphor: if migration is a seed, then education is the soil which gives effect to this seed both in terms of its development and in terms of our understanding of the process of its development. The migratory experience is inexorably fraught (Lee, 1966). Individuals, communities and countries alike can expect possibilities and challenges. Sending countries lose skilled labour and some have even experienced a brain drain (Ochs, 2003); receiving countries face challenges in terms of population growth, the results of which have been further challenges to social security, medical
Aesthetics · Curriculum · Globalization · Government (linguistics · Identity (music · Narrative · Pedagogy · Political science · Power (physics · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Second Language Learning and Teaching
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |