Between humanitarian assistance and migration management: on civil actors’ role in voluntary return from Belgium

Whilst European governments have increasingly externalised restrictive migration policies to civil actors, the latter’s main interests lie in improving or defending immigrants’ well-being. This raises the crucial question as to how civil actors deal with the puzzling position they find themselves in: to what extent do they execute or transform their funders’ policy objectives? And which mechanisms enable them to do so? This article contributes to answering these questions by detailing the historical shifts in the roles played by civil actors in the Assisted Voluntary Return programme in Belgium. Most importantly, the article argues that the considerable autonomy these civil actors achieved resulted in two seemingly opposite effects. On the one hand, they developed a wealth of expertise in ensuring the quality of return, thereby transforming the national government’s goals of managing migration into humanitarian ones. On the other hand, in recent developments their autonomy paradoxically became instrumental to migration management, not so much by changing their practices or values, but by changing their functioning within the wider field of migration policies. The article concludes by proposing the metaphor of ‘immunisation’ as an apt way of describing civil actors’ practical and functionally role in migration management.     

Gypsy students in the UK: the impact of ‘mobility’ on education

This paper argues that Gypsy students in primary and secondary education in the UK are marginalised because of ambiguous understandings of their ‘mobility’. Drawing on research conducted on the south coast of England, it examines Gypsy families’ experiences of education. Despite often describing their identity in relation to travelling or mobility, few families’ lifestyles were characterised by actual movement or nomadism. Teachers and educationalists meanwhile cite the need to deliver a ‘mobile’ rather than a ‘sedentary’ education for Gypsy students. The Department for Communities and Local Government recently defined Gypsy ethnicity in direct relation to a nomadic lifestyle. This is problematic as the association between Gypsy ethnicity and nomadism is itself questionable and may be better understood in more nuanced terms reflecting the relationship between identity and ‘mobility’. This paper argues that ‘mobility’ is understood to define Gypsy difference in a way that excludes students.     

Tales from the playing field: black and minority ethnic students’ experiences of physical education teacher education

This article presents findings from recent research exploring black and minority ethnic (BME) students’ experiences of Physical Education teacher education (PETE) in England (Flintoff, 2008). Despite policy initiatives to increase the ethnic diversity of teacher education cohorts, BME students are under-represented in PETE, making up just 2.94% of the 2007/8 national cohort, the year in which this research was conducted. Drawing on in-depth interviews and questionnaires with 25 BME students in PETE, the study sought to contribute to our limited knowledge and understanding of racial and ethnic difference in PE, and to show how ‘race,’ ethnicity and gender are interwoven in individuals’ embodied, everyday experiences of learning how to teach. In the article, two narratives in the form of fictional stories are used to present the findings. I suggest that narratives can be useful for engaging with the experiences of those previously silenced or ignored within Physical Education (PE); they are also designed to provoke an emotional as well as an intellectual response in the reader. Given that teacher education is a place where we should be engaging students, emotionally and politically, to think deeply about teaching, education and social justice and their place within these, I suggest that such stories of difference might have a useful place within a critical PETE pedagogy.     

Social reproduction in Sicily’s agricultural sector: migration status and context of reception

This article illuminates the social reproductive experiences of migrants labouring in Sicily’s (Italy) greenhouses. Current global transformations in agricultural production are intersecting with longstanding local economic and social realities, as well as with the 2007 Global Financial Crisis and EU enlargement, to make migrants, male and female, indispensable to a sector resorting to intensified informality in pursuit of flexible and cheap workers. Understanding social reproductive experiences as configured by migrant status and context of reception, the article includes analysis of interview and observational data with two nationalities of migrants – Tunisians and Romanians – occupying different positions in Italy’s migration regime. The article concludes that the harsh context of reception posed by labour market conditions, alongside a familialistic Italian welfare regime, largely precludes opportunities for proximate social reproduction for Tunisians and Romanians. In response, migrants develop transnational resilience strategies resting on cross-border actions combining market-, family-, community and State-based practices, to navigate the social reproductive challenges encountered. Such strategies, however, are less feasible for irregular migrants whose socio-legal position exposes them to the most exploitative working arrangements, denies them access to State welfare and renders them immobile. Moreover, for some regular migrants, such transnational resilience strategies are not their strategies of choice.     

Between a ‘student abroad’ and ‘being from Latvia’: inequalities of access,prestige, and foreign-earned cultural capital

ABSTRACT

This paper visualises tertiary-level students who study abroad as simultaneously both international students and members of an emerging diaspora. Coming from a country (Latvia) which is peripheral and relatively poor by European standards, students go abroad for multiple reasons not necessarily directly connected with study (e.g. family reasons, labour migration); yet their evolving diasporic status is instrumentalised by the Latvian government which wants them to return and contribute to the country’s development. Based on 27 in-depth interviews with Latvian students and graduates who have studied abroad, our analysis focuses on three interlinked dimensions of inequality: access to education at home and abroad; the varying prestige of higher education qualifications from different countries and universities; and the inequalities involved in getting recognition of the symbolic and cultural capital that derives from a non-Latvian university. Within a setting of neoliberal globalisation and conflicting messages from the homeland, students and graduates are faced with a challenging dilemma: how to balance their materialistic desire for a decent job and career with their patriotic duty to return to Latvia.     

‘They dug up wounds’: University of the Free State students’ experiences of transformation and integration in campus residences

This article seeks to illuminate the deeper and complex dimensions of post-apartheid transformation by examining how University of the Free State (UFS) undergraduate students experienced racial integration within campus residences. Data were drawn from a sample of 17 individual semi-structured in-depth narrative interviews with student participants. Three emergent themes (a) conceptualizing transformation, (b) racial diversity vs. relational unity, and (c) discourses of openness and possibility are presented. Drawing from the framework of Contact Theory, the article discusses how the three themes inform the nature of contact in post-conflict contexts and, specifically, UFS as an exemplar of a South African historically white university.     

Student migration and polymedia: mainland Chinese students’ communication media use in Hong Kong

ABSTRACT

Drawing on qualitative data obtained from mainland Chinese students in Hong Kong, this research uses polymedia theory to analyse the social implications of media use and interpersonal communication by migrant students. It looks at how migrant students use media to communicate with family members and friends in mainland China compared with Hong Kong locals. When communicating with family and friends, their media usage is intense, close and emotion-oriented, forming a warm and supportive virtual network that provides familiarity, a sense of belonging and emotional attachment. In contrast, their media usage to communicate with Hong Kong locals is limited, functional and study-oriented, and although it becomes a platform for practical help, it also demonstrates deep contradictions and conflicts with members of the host society.     

Re-bounding EU citizenship from below: practices of healthcare for ‘(Il)legitimate EU Migrants’ in Italy

Since multiple crises are currently affecting Europe, interest on changes in intra-EU mobility patterns, policies and EU movers’ strategies of integration has re-emerged in academic debates. What seems to still lack to date is a focus on the chaining actors linking the macro level of policies and the micro level of individual strategies, that is, civil servants who are in charge of implementing national policies in their daily encounters with EU citizens. Through an in-depth qualitative analysis of formal policies and daily practices in the field of healthcare for EU citizens in Piedmont, in the North of Italy, this contribution analyses how EU citizens’ right to free movement and equal access to social protection is officially framed and concretely enacted within the boundaries of the Italian National Healthcare System and the role of health workers as de facto citizenship-makers. It suggests that, along with managerial orientations, different evaluations of the Italian economic and financial situation, and of EU citizens’ root motivations behind their decisions to move across Europe play a crucial role in shaping health workers’ assessments of EU citizens’ deservingness of healthcare.     

In ‘no man’s land’: the im/mobility of Serb NGO workers in Kosovo

ABSTRACT

While the technical dialogue between Pristina and Belgrade proceeds, inter-ethnic tensions in the city of Mitrovica in north Kosovo continue to instil uncertainty and insecurity among its inhabitants. This article delves into the im/mobilities for NGO work that the ethnic and conflict related division of the town poses for local Serb NGO workers. The division of the city into a Serbian north and a Kosovo Albanian south, with separate political systems and influence from the international peacebuilding mission, poses obstacles for inter-ethnic cooperation between north and south NGOs. The article explores the ways in which Serb NGO workers navigate these obstacles in order to create physical, social and economic mobility for themselves. It identifies two interrelated dynamics essential to understanding the impact on NGO workers of the conflict reality: one is between national identity and ethno-political space in the context of the specific community; the other, between the local moral order of being ‘good Serbs’ and internationally formulated aims to engage the locals in peace and reconciliation work. The paper argues that the focus of international peacebuilding missions on inter-ethnic cooperation and policy influencing activities, at least for Serb NGO workers in Mitrovica, impedes the mobility of local NGOs.     

Refugees,migrants, neither,both: categorical fetishism and the politics of bounding in Europe’s ‘migration crisis’

The use of the categories ‘refugee’ and ‘migrant’ to differentiate between those on the move and the legitimacy, or otherwise, of their claims to international protection has featured strongly during Europe’s ‘migration crisis’ and has been used to justify policies of exclusion and containment. Drawing on interviews with 215 people who crossed the Mediterranean to Greece in 2015, our paper challenges this ‘categorical fetishism’, arguing that the dominant categories fail to capture adequately the complex relationship between political, social and economic drivers of migration or their shifting significance for individuals over time and space. As such it builds upon a substantial body of academic literature demonstrating a disjuncture between conceptual and policy categories and the lived experiences of those on the move. However, the paper is also critical of efforts to foreground or privilege ‘refugees’ over ‘migrants’ arguing that this reinforces rather than challenges the dichotomy’s faulty foundations. Rather those concerned about the use of categories to marginalise and exclude should explicitly engage with the politics of bounding, that is to say, the process by which categories are constructed, the purpose they serve and their consequences, in order to denaturalise their use as a mechanism to distinguish, divide and discriminate.     

‘Strange faces’ in the academy: experiences of racialized and Indigenous faculty in Canadian universities

This paper is based on a larger qualitative study of exclusion and belonging as experienced by members of marginalized groups in the professions. The current analysis draws on a subsample of 13 racialized and Indigenous academics at Canadian universities to examine their experiences of both everyday racism – subtle, almost intangible micro-level interactions that convey messages of not fully belonging – and overt racism and colonialism. Overt experiences were less common, though intensely painful. Though in some ways they are more straightforward to address, as they are more obvious, they also consume considerable time and energy. Instances of everyday racism and colonialism were more common, often intricately interwoven with the very fabric of the institutional culture. Their cumulative nature is exhausting. Diversity initiatives, while popular in contemporary universities, are failing to approach equity, in that they deny the need for change in institutional cultures.     

‘I am studying in the US but’: observations and insights from Caribbean college students

This paper examines the experiences and views of 12 Caribbean students studying at four Liberal Arts colleges and one large university in the Northeast, USA. The purpose of the study was to ascertain how young educated potential immigrants to the US today are thinking about race, identity, and homeland. The data were gathered through a 12-item open-ended questionnaire electronically administered through Google Forms. Among other issues, the researcher wanted to learn about participants’: decision to study in the US, experiences with race, identity and attitudinal shifts, feelings about being assigned racial labels, and current thinking about returning to their home countries. The findings highlight the acceptance of racial labels except for ‘African American’, a dogged adherence to national identity, the challenge of adjusting to the US racialized space, the view of the US as an education and economic transitional point for migrants on their return journey to their home countries, the formulation of new understandings and attitudes regarding mixed ancestry, and the defining role of sexual orientation in the attitude towards home country versus the US.     

Strangers within? Russian-speakers’ migration from Latvia to London: a study in power geometry and intersectionality

ABSTRACT

This paper seeks to contribute to debates on ethnic identification and migration through a focus on a specific group – Russian-speakers from the Baltic state of Latvia who have migrated to the UK. Twenty-six interviews with members of this group were gathered in London and the wider metropolitan area during 2012 and 2014. Russian-speakers represent uniquely combined configurations of ‘the other within’: in most cases, they are EU citizens with full rights; yet, some still hold non-citizens’ passports of Latvia. While in Latvian politics Russian-speakers are framed as ‘others’ whose identities are shaped by the influence of Russia, interview findings confirm that they do not display belonging to contemporary Russia. However, London is the ‘third space’ – a multicultural European metropolis – which provides new opportunities for negotiating ethnic identification. Against the background of triple ‘alienation’ (from Latvia, from Russia and from the UK), we analyse how ethnicity is narrated intersectionally with other categories such as age and class. The findings show that Russian-speaking migrants from Latvia mobilise their Europeanness and Russianness beyond alienating notions of (ethno)national identity. The paper also demonstrates that being open to ethnicity as a category of practice helps us towards a progressive conceptualisation of often overlooked dimensions of integration of intra-EU linguistic ‘others’.     

Family–school relationships in immigrant children’s well-being: the intersection of demographics and school culture in the experiences of black African immigrants in the United States

This article explores the types of family–school relationships that promote academic, socio-economic, and social and emotional well-being of black African immigrant children in the United States. The data are ethnographic, drawing on one year of participant observation and interviews at two elementary schools. The findings are also set within the context of an analysis of data from the New Immigrant Survey. The article identifies mechanisms by which relationships between black African immigrants and schools are created and argues that intersections between demographics and school culture are central, particularly as related to the possibilities for relational power, which can allow parents and school staff to transcend persistent inequalities of race and discrimination.     

Un-American: Latina high school students’ testimonios of American and white conflation in the middle of nowhere

Abstract

Using a combination of counter-storytelling, testimonios, and Chicana feminist epistemology, I report on the findings of an ethnographic study that explores and analyzes the educational experiences of geographically isolated Latina high school students in a rural city in Wyoming. I demonstrate the labeling of these students by peers and teachers as ‘Un-American’ and the ways in which such a label is embedded in intersecting hegemonic discourses of whiteness, rurality and nationhood. It is through such labeling that white privilege is established and maintained and the immediate and future educational biographies of Latina/o students highly circumscribed.     

Speed,timing and duration: contested temporalities,techno-political controversies and the emergence of the EU’s smart border

ABSTRACT

Practices of border control increasingly rely on digital biometrics in order to sort and filter cross-border movements. But while its effects are well examined in migration and border studies, less is known about the intricate ways in which biometric bordering is politically negotiated and socio-technically put into practice. Therefore, in this paper, I trace the contested emergence of one particular scheme of biometric border control currently in the making: the EU’s Smart Borders Package. Proposed by the European Commission in 2013, it aims at digitally registering all third-country nationals’ entries to and exits from the Schengen area, while simultaneously accelerating the border crossing of certain travellers. I argue that, unlike other forms of biometric bordering, the Smart Borders Package problematises border control primarily on the level of its temporalities and constitutes the speed of border crossings, the timing of control as well as third-country nationals’ duration of stay as distinct objects of governing. Meanwhile, the project’s political negotiations have sparked techno-political controversies that repeatedly brought it to the brink of failure. Yet, these controversies have significantly enhanced the intelligibility and practicability of biometric bordering, contributing to the emergence of what I call the self-service border.     

Migration,gender and low-paid work: on migrant men’s entry dynamics into the feminised social care work in the UK

The literature on workers in gender atypical occupations has been dominated by a focus on women doing men’s work. Much less attention has been paid to men in women’s work, and even less to the impact of migration. Based on 28 in-depth interviews with migrant men having experiences of working in hands-on social care in England, this article is a contribution to the understanding of migrant men’s entry dynamics into a female-dominated occupation. Focusing on migrant life experiences, it discusses how they actively engage in three entry dynamics: (1) facing barriers and negotiating them, (2) ‘stumbling upon’ women’s work, then developing compensating strategies and (3) migratory/temporary settling into the sector. The article suggests a theory about lifelong ‘travelling’ when entering women’s work: a continuing process of negotiating work options within a specific historical sector context, the intersection of gender and migration being part of this.     

‘I FELT DEAD’: applying a racial microaggressions framework to Black students’ experiences of Black History Month and Black History*

This paper uses a Critical Race Theory perspective to explain the everyday racisms – racial microaggressions – directed towards students of African and Caribbean descent during a non-statutory Black History unit, at an English secondary school. Applying a racial microaggressions framework to ethnographic data, this paper finds that experiences of studying Black History by students of African and Caribbean descent are dominated by various types of racial microaggressions including: micro-invalidation, micro-insults and micro-assaults. These experiences are symptomatic of wider racist structures and processes within the National Curriculum for History, based upon the ideology of white supremacy. This paper concludes that the racial microaggressions framework allows for useful ways of thinking about the function and purpose of Black History Month and Black History in schools, and its opportunities for exposing wider institutional and ideological underpinnings that legitimate deficit understandings about black people in school classrooms.     

Gender and free movement: EU migrant women’s access to residence and social rights in the U.K.

This article examines the gendered effects of restricting EU migrants’ access to rights to residence and to social benefits in relation to work, self-sufficiency and family. It draws on the findings of qualitative research on EU migrant women’s access to social benefits in the U.K. on the basis of residence rights as an EU citizen-worker or family member of an EU citizen-worker. The research included qualitative interviews with providers of advice services on social benefits claims and with EU migrant women in the U.K. The findings point to the ways in which the status of the EU citizen-worker is defined and implemented limits women’s access to and ability to maintain that status and, at the same time, their reliance on the status of family member of an EU citizen-worker. Both have gendered effects in terms of women’s potential exclusion from access to residence and social rights as mobile EU citizens.     

The ethnic composition of schools and students’ problem behaviour in four European countries: the role of friends

This study examines the relation between the proportion of co-ethnics in school and adolescents’ problem behaviour in school (e.g. skipping class and arguing with teachers) and whether friendship patterns are underlying this relationship. We use data from the Children of Immigrants Longitudinal Survey in Four European Countries on ±16,000 students in England, Germany, The Netherlands, and Sweden and find that children display less problem behaviour when the proportion of co-ethnics in school is higher. This relationship is mediated by the characteristics of the friends that students have: the proportion of co-ethnics in school positively relates to students’ proportion of in-school friends and co-ethnic friends in class, which are in turn negatively associated with problem behaviour in school. The strength and significance of these paths depend on students’ ethnicity and country of residence. Implications of this study are discussed in the conclusion.