Tracing normal lives: between stigma and the will to be Cigano

Despite the stereotyped homogenisation of the Ciganos (or Gypsies/Roma) – often perceived as poor and marginalised – many have in fact taken different personal and family life paths. Taking into account a perspective of differentiated socialisation processes, social and family contexts and frames of life experiences, the aim of this paper is to present the main results obtained from a qualitative study where in-depth interviews were conducted with Ciganos integrated in the Portuguese labour market (as employees). Our focus is on the processes of social integration, on the many revelations of social and cultural pluralism, and on Gypsy identity, centring attentions and how such identification often serves to challenge the static and hegemonic conceptions about the cultural traits and representations of this population.     

Introduction: international academic mobility and inequalities

ABSTRACT

Higher education is one of the social fields where inequalities are produced and reproduced. Nevertheless, we still know very little about the ways in which heterogeneities and inequalities have been experienced and interpreted by those involved in international academic mobility. In this introductory editorial, we consider some of the crucial conceptual issues involved in the study of the nexus between inequalities and international academic mobility. First, we argue that it is important to take manifold inequalities into account when examining this nexus. After all, inequalities can be detected at different levels, and the mobility process is structured around multiple heterogeneities rather than by a single one. Second, we discuss how international academic mobility and inequalities attached to it go beyond nation-state borders. Third, we argue it is beneficial to extend the scope of to the mobility process as a whole, as inequalities in opportunities and outcomes are intrinsically connected.     

Intercultural crossings in a digital age: ICT pathways with migrant and refugee-background youth

This article problematises the uptake and use of digital technologies by migrant and refugee-background young people, through the lens of a site-based arts pedagogy program, Culture Shack (CS), in Melbourne, Australia. It argues that online pedagogies including animation, Facebook, photoshop, mobile phones and Youtube can be used effectively for bridging cultural, gender and educational gaps, if the ways in which they are applied engage with communication preferences and discourses of culture, ethnicity and digital media technology – including issues related to technological determinism. Drawing on Dimitriadis’ attention to the power of public pedagogies and cyberculture theorists such as Leung and Nakamura, this article frames creative ICT use as not merely a tool but a contested, negotiated space in which young participants shape educational transits of being and becoming, and arts-based digital learning as twenty-first century global pedagogies.     

From diversity to conviviality: intra-EU mobility and international migration to Denmark in times of economic recession

ABSTRACT

This article explores differences among EU and non-EU migrants in accommodating to the Danish flexicurity labour and welfare regime during times of economic crisis. We build our findings on a quantitative survey followed by semi-structured qualitative interviews conducted with EU and non-EU migrants who moved to Denmark during the recession period (2008–2013). We argue that the lack of multicultural policies triggers individualised strategies of accommodation rather than ethnic or national group base integration, favouring a more homogenous group of high-skilled and educated group of workers and students of postgraduate/higher education, whom we describe as a ‘flexicurity diversity group’. Through patterns of conviviality, individual socialisation is based here on common interests, needs and lifestyles and not on pre-defined ethnic and/or cultural traits. The transition from diversity to conviviality that is initiated by this group remains however incomplete in light of the unequal opportunities and the differentiated scheme of rights that apply to EU and non-EU immigrants. Danish flexicurity has thus not had the desired inclusive effects but discriminates in terms of facilitating easy access to the labour market for all, and ‘securing’ social benefits and offering rights and protection only to the privileged group of EU migrants.     

社会科学研究与艾滋病传播——以中国大陆学界为中心

中国大陆学界从人文社会科学视角关于艾滋病传播的研究,肇始于20世纪90年代末期。在十多年的研究过程中,学界取得了丰富的成果,回顾和总结这些研究成果,明确其中存在的问题,对以后艾滋病传播的深入研究起到积极意义。同时,对以后艾滋病传播研究提出了自己的想法。     

断裂与重构:少数民族地区学校教育中的潜在课程研究

本文所探讨的潜在课程重点在于“潜在”上,目的是想说明在少数民族地区现代性学校教育中的潜在课程是如何存在的,它潜在地发挥着什么样的作用。经研究发现,潜在课程与少数民族文化是一种冲突的关系,表现出了“断裂”与“重构”的文化现象。因此,本文主要从这两个方面探讨潜在课程对于少数民族文化和个体的潜在作用:作为文化断裂,类似于强制地要求停止你以前的思考和习惯;身份重构则要求你必须获得与以往不同的身份和意识,并先适应学校中生活和现代性要求。     

Ogbu及其对弱势群体学校教育的研究

近些年来 ,人们在探讨教育问题时越来越重视民族志方法。本文试图通过美国教育人类学家Ogbu对学校教育民族志研究的分析以及他对微观民族志和宏观民族志理论架构的论述 ,说明教育民族志对于我们理解学校教育尤其是少数民族学校教育过程的可行性以及教育民族志对于少数民族儿童学业成就差异问题的可解释性。     

From Sex to Gender: The Feminisation of Migration and Labour-Market Insertion in Spain and Portugal

The aim of this article is to study the feminisation and masculinisation of migration and the insertion of the migrant population into the labour market in Spain and Portugal from the perspective of gender. Rather than focusing on the appearance of the demand for migrant labour in social reproduction work, we analyse the situation of both men and women in highly feminised and masculinised activities by studying the impact each exerts on the other, and the way in which this conditions the gender breakdown of the migrant population. We provide a historical view of the work of migrants in the care and cleaning sectors, comparing it with male migrant employment—mostly in construction—and analysing the gendered breakdown of migrant communities. We argue that, in contrast to the generally accepted discourse on the international scene, there has not been a steady evolution in the feminisation of migrant labour in Spain and Portugal. Instead, the presence of migrant women on the labour market fluctuates in accordance with a specific set of variables: welfare state and care regimes, immigration policies, historical links influencing the national origin of migrants, the housing situation, labour markets and the respective economic situations in the construction industry and in domestic and care work.     

学校教育情境中族群认同感建构的社会学分析(上):文献综述及研究方法

国家学校教育情境下学生如何建构族群认同感的问题倍受关注。本研究采用日记与文件分析法、访谈法与非参与观察法,剖析影响藏族学生族群认同感建构的国家政策情境、社区情境与学校情境。研究发现,学生族群认同感建构存在两种张力:一是国家和学校通过意识形态渗透而指定的族群认同感,二是学生通过藏族文化符号再现而声称的族群认同感。国家和学校期望学生在中华民族多元一体化格局框架下建构族群认同感,以便实现其政治与经济目的。     

民族地区企业自我发展能力提升的差别化支持政策完善——基于民族八省区的实证分析

民族地区经济高质量的发展离不开企业自我发展能力的提升。民族八省区的实证分析表明：民族地区企业自我发展能力整体水平比较弱,与全国平均水平相比差距较大;内部比较而言,各省区企业自我发展能力水平层次不齐,未出现能力逐年提升、差距逐渐缩小的变化趋势;从企业的营运与盈利能力、创新与竞争能力、投资与融资能力来看,三项能力都比较弱,提升空间非常大。本文认为民族地区企业自我发展能力的培育和提升,离不开国家差别化政策的支持,然而目前国家专门针对民族地区企业自我发展能力建设的差别化税收政策和差别化金融政策存在着明显的不足,应分别采取措施加以改革和完善,以推动民族地区企业的健康和快速发展。     

The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality

This article considers the implications of the Troops to Teaching (TtT) programme, to be introduced in England in autumn 2013, for Initial Teacher Education (ITE) and race equality. TtT will fast-track ex-armed service members to teach in schools, without necessarily the requirement of a university degree. Employing theories of white supremacy, and Althusser’s (1971 Althusser, Louis. 1971. “Ideology and Ideological State Apparatuses.” In Lenin and Philosophy and Other Essays, edited by, Althusser Louis, New York: Monthly Review Press. Accessed September 10. http://www.marxists.org/reference/archive/althusser/1970/ideology.htm [Google Scholar]) concept of Ideological and Repressive State Apparatus, I argue that this initiative both stems from, and contributes to, a system of social privilege and oppression in education. Despite appearing to be aimed at all young people, the planned TtT initiative is actually aimed at poor and racially subordinated youth. This is likely to further entrench polarisation in a system which already provides two tier educational provision: TtT will be a programme for the inner-city disadvantaged, whilst wealthier, whiter schools will mostly continue to get highly qualified teachers. Moreover, TtT contributes to a wider devaluing of current ITE; ITE itself is rendered virtually irrelevant, as it seems TtT teachers will not be subject specialists, rather will be expected to provide military-style discipline, the skills for which they will be expected to bring with them. More sinister, I argue that TtT is part of the wider militarisation of education. This military-industrial-education complex seeks to contain and police young people who are marginalised along lines of race and class, and contributes to a wider move to increase ideological support for foreign wars - both aims ultimately in the service of neoliberal objectives which will feed social inequalities.     

Crossing borders in initial teacher education: mapping dispositions to diversity and inequity

In this article, we share a study focused on engaging teacher candidates with multiple forms of diversity and inequity to study emerging patterns of dispositions. Our primary concern is in understanding the processes through which societal inequity becomes reconstituted through teacher education. Our study attempts to deepen discourses of ‘equality’ and ‘equity’ in education, to consider the ways teacher candidates relate to broader systems of power and global and local inequities through their role as educators. Inspired by both decolonial and Western critical theories, we frame this as research that seeks ‘otherwise’ as we invite teacher candidates to ‘cross borders’ to what is ‘other’ to themselves. In this article, we share our study’s priorities, methods, methodological/theoretical framework, data analysis and findings. Our findings identify a significant gap between the priorities of social equity to which teacher candidates state they commit and the educational practices that would affirm those commitments.     

Why irregular migrants arrive and remain: the role of intermediaries

Despite many efforts to combat irregular immigration, there is a widespread perception of a failure of public policies in this field. But because unauthorised immigrants are officially excluded from formal labour markets, housing markets and most welfare provisions, they can settle if they find other sources of work, income, housing, and social protection. In this regard, a crucial role is played by various intermediaries: people or institutions who favour the entrance of immigrants, their entry into the labour market, accommodation, response to their social needs, and possibly regularisation. They can act for profit, but also for moral reasons. They can break the laws and work in the shadows, but they can also work in legal forms. In this article, I will explore the identities of these intermediaries and their practices of support towards irregular migrants. My purpose is to show (1) what precisely constitutes intermediation, in what activities it can be factored, and what the main categories of intermediaries are; (2) that the implementation of migration policies is hindered not only by migrants’ practices to circumvent controls but also by the action of these intermediaries. For this reason, too, it is so difficult to eradicate.     

民族关系的社会整合与民族政策的类型--民族政策国际经验分析(上)

本文试图对世界上不同国家在殖民主义兴起后不同历史时期所采取的不同类型的民族政策进行整体性描述和理论分析,从中探讨各种民族政策对民族关系与社会整合的影响,同时也试图总结当今世界各国政府为解决民族问题所做的理论探索与政策尝试的规律性特点.     

‘The world they’ve been born into’: Black male teachers on Blackness,masculinities and leadership

ABSTRACT

In this article, life history methodology and principles of counterstorytelling are used to examine moments when one Black male preservice social studies teacher and three Black male social studies teachers challenge Black masculinist visions of leadership, and moments when they seem complicit in perpetuating these visions. Findings indicate that these educators’ understandings of Blackness, maleness, and the pursuit of Black masculine recognition are fluid, developing and sometimes contradictory. We argue that while necessary across disciplines, interrogations of Black masculinity are uniquely imperative in social studies teacher education due to how assumptions about Blackness and maleness have shaped struggles for Black civic recognition.     

Discourses of Identity at the Spanish/Portuguese Border: Self-Identification Strategies of Centre and Periphery

This article examines the self-identification strategies that officials of two border towns use to characterise their respective localities. These strategies are considered relative to four theoretical paradigms used to analyse identity: centre-periphery, regionalist, essentialist and non-essentialist. Clear differences are revealed between the two towns, despite their similar geographical location at the periphery, general demographic features and shared history. In one case, the evidence suggests that the identity is centred locally and affirmed through daily behaviour or 'practices', while in the other, that the identity focus is regional and essentialist in nature.     

Living in mobility: trajectories of Brazilians in Belgium and the UK

Within the social sciences, migration has traditionally been conceived of as a unidirectional, purposeful and intentional process from one state of fixity (in the place of origin) to another (in the destination). By mapping the trajectories of Brazilians who currently reside in Belgium or the UK, this article draws attention to a group of people whose mobile practices do not fit this definition. On the contrary, their experiences are marked by an ongoing mobility that consists of a multiplicity of potential routes, which are often unstable and which may be accompanied by changes in status. These Brazilians tend to ‘live in mobility’ in order to improve the quality of life at home. As such, leaving home becomes a strategy of staying home, which challenges what is usually evoked by the concept of ‘migration’, whereby ‘building up a new life elsewhere’ and ‘integration’ are seen as key. Whereas our respondents themselves have a more circular or mobile perspective, the receiving society discursively frames migration as one-way, and thus as a ‘threat’ that calls for social integration, control and the maintenance of national identity.     

个人、实践与系统变迁——乡村社区政治生活的人类学考察

在社区人群的互动中,影响彼此关系及社区政治运作方式的有群众性的态度、立场和个人行为的作用。个体或群体的实践会因为系统的价值、理念和方式的改变而做出微妙的调整。     

The educational (im)mobilities and status (il)legalities of Cape Verdean youth in Portugal

Education has played a fundamental role shaping Cape Verdean mobilities and recent increases in educational opportunities for poorer sections of the youth population have raised expectations for a better life. Through a discussion of how modern-day education has become a project of self-realisation, the article provides a detailed analysis of a regime of mobility that encouraged Cape Verdeans to study in vocational colleges in Portugal. It illustrates how the protocols signed between local councils in Cape Verde and the colleges created a responsibility vacuum that caused students to slip into illegality, perpetuating the inequalities which the pursuit of education is intended to redress. The ways in which Cape Verdean youth responded – navigating constraints to create the image of a successful life in Portugal against all odds – elucidate how the power of the moral expectation to succeed led them to work the system and to turn secondary education into a stepping stone for their mobility.     

When the state takes over: civic integration programmes and the role of cities in immigrant integration

The idea that cities enjoy a certain degree of autonomy from the state when it comes to shaping immigrant integration policy has been repeatedly highlighted by research and promoted by good governance discourses. However, the emergence of state-led civic integration programmes (CIP) across Europe would seem to jar with this movement. This is the contradiction that this article explores. CIP mobilise significant resources and streamline immigrant integration through language courses, the provision of information about the host society and vocational orientation. Drawing on policy documents and interviews with local policy-makers on the CIP in the Netherlands, Germany and Sweden, this article demonstrates how they reduce the role cities have in immigrant integration; and how they transform integration policies—to varying degrees—from being developed in relationship to locally emerging needs to being charged with state sovereignty. These findings challenge the idea that there is an increasingly local approach to integration. They also raise concerns about the ambitions of CIP. Although presented as a means to make integration policies more efficient, their focus on control and coercion may in fact jeopardise their capacity to respond to concrete integration needs.