International Education: Global Migration, Displacement, and Transnationalism Adam Sawyer, Ed.M IPSIE 2007.

International Education: Global Migration, Displacement, and Transnationalism

Adam Sawyer, Ed.M

IPSIE 2007

Class One

Introductory Activity Power Point Presentation Video Discussion Required Module Assignment

Introductory Activity

What experience have you had with the topic of global migration (immigration, emigration, seasonal migration)or displacement (refugees, IDPs)? Experiences may include personal/family history, professional endeavors (i.e.-teaching, advocacy), or salience in your country of origin.

Global Migration Trends

Global Migration Trends Cont’d

http://www.nytimes.com/ref/world/20070622_CAPEVERDE_GRAPHIC.html

Terminology

Migration: 1 : to move from one country, place, or locality to another

Immigration: to come into a country of which one is not a native for permanent residence.

Emigration: to leave one's place of residence or country to live elsewhere .

Source: Merriam-Webster Online Dictionary, 2006

Terminology (cont’d)

Immigrant: a person who comes to a country to take up permanent residence

Migrant: One that migrates such as a person who moves regularly in order to find work especially in harvesting crops

Source: Merriam-Webster Online Dictionary, 2006

Terminology (Cont’d)

Refugee: one that flees; especially : a person who flees to a foreign country or power to escape danger or persecution. Source: Merriam-Webster Online Dictionary, 2006

Internally Displaced Person (IDP): Person or group of people who have been forced to flee or to leave their homes or places of habitual residence as a result of, or in order to avoid, in particular, the effects of armed conflict, situations of generalized violence, violations of human rights or natural or human-made disasters, and who have not crossed an internationally recognized state border Source: United Nations High Commission on Refugees (UNHCR), 1998

Global Migration Trends

In 2005, 191 million people lived outside their country of origin, representing 3% of the world’s population, compared to 75 million (2.5%) in 1960.

Global Migration Trends

During 2005-2050, the net number of international migrants (mostly from less “developed” to more “developed” regions) is projected to be 98 million, an average of 2.2 million annually.

Major net receiving countries of international migrants: US (1.1 million annually); Spain (569,000) Germany (202,000), Canada (200,000), France (144,000) and UK (130,000).

Source: United Nations World Population Prospects: The 2004 Revision

Global Migration Trends

Major net “sending” countries:

China(-327,000 annually), Mexico (-293,000),

India (-241,000), Philippines (-180,000),

Indonesia (-164,000), Pakistan (-154,000) and the Ukraine (-100,000).

Net annual migration per decade dramatically increased from 1960-2000 (431,000 to 2,569, 000), but is tentatively projected to decline from 2000-2050 (2,569,000 to 2,158,000).

Global Migration Trends

The Economist,2002

“Push” Factors

Poverty Unemployment Low Wages Ethnic Strife/Warfare/Natural Disasters Political/Religious Persecution Global Media (Images of affluent

conditions elsewhere)

“Pull” Factors

Employment (Low birthrates, aging populations, economic booms, weakened labor movement (U.S.), labor shortages in Engineering, IT etc.)

Family Reunification Former Colonial Relationship Established Migrant Networks Safe Havens (Refugees/Asylum Laws,

tolerance, geographic proximity to conflict)

Types of Migration

Unidirectional Temporary Circular Internal Voluntary Involuntary

Hot Topics in Global Migration

Remittances and Development (US $226 Billion Sent Annually from “less developed” to “more developed” world)

Brain Drain Transnationalism Immigrant Incorporation (Growing xenophobia,

homegrown “terrorism”, perceived lack of assimilation, bifurcated global economy, “segmented assimilation”)

Can Nation States Control Immigration and Emigration Flows?

Global Migration and Education: Hot Topics

Sending Contexts Brain Drain Schooling Interruption Return Migration and

“transnational” students “Culture of Migration” Schooling of Internal

Migrants

Receiving Contexts Access Language Policy Multicultural vs.

“assimilationist” education” Achievement Gaps

(“segmented assimilation”) Unequal School/Teacher

Quality Growing Segregation

Migrants and Human Rights

Universal Declaration of Human Rights (1948) Article 6. (Legal Standing)

Everyone has the right to recognition everywhere as a person before the law.

Article 13. (Freedom of Movement)

(1) Everyone has the right to freedom of movement and residence within the borders of each state.

(2) Everyone has the right to leave any country, including his own, and to return to his country.

Migrants and Human Rights

Universal Declaration of Human Rights (1948) Article 14. (Asylum)

(1) Everyone has the right to seek and to enjoy in other countries asylum from persecution.

Article 15. (Right to Nationality)

(1) Everyone has the right to a nationality.

(2) No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.

Migrants and Human Rights

Universal Declaration of Human Rights (1948) Article 26. (Right to an Education)

(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

Migrants and Human Rights

International Convention on the Rights of all Migrant Workers and Members of their Families (1990)

Article 30 (Right to Education)

Each child of a migrant worker shall have the basic right of access to education on the basis of equality of treatment with nationals of the State concerned. Access to public pre-school educational institutions or schools shall not be refused or limited by reason of the irregular situation with respect to stay or employment of either parent or by reason of the irregularity of the child's stay in the State of employment.

International Convention on the Rights of all Migrant Workers and Members of their Families (1990)

Article 45 (Education and Language of Instruction)

States of employment shall pursue a policy, where appropriate in collaboration with the States of origin, aimed at facilitating the integration of children of migrant workers in the local school system, particularly in respect of teaching them the local language.

States of employment shall endeavour to facilitate for the children of migrant workers the teaching of their mother tongue and culture and, in this regard, States of origin shall collaborate whenever appropriate.

Human Rights for Migrants?

To this date, not one major receiving country has ratified the International Convention on the Rights of all Migrant Workers and Members of their Families.

Video: African Migration to Europe

http://www.pbs.org/newshour/past_programs/2006/may.html

Required Assignment Options

Participation in “Language of Instruction” Debate on Thursday, August 30 (limit 6)

Participation in “Refugee and IDP Panel” on Friday, August 24

2-3 page Written Reaction to required readings on a week of your choice. This short paper should be a critical response to the readings and not a summary.

(Tentative) Statistical analysis of PISA 2003 student achievement data for OECD country of choice (2-3 pages—more details forthcoming)

Discussion Questions

1) In reading the UN’s International Migration, 2006 Wall Chart, what trends stood out to you? Any surprises?

2) Suárez-Orozco defines “globalization” as processes of change, generating at once centrifugal (internal) and centripetal (post-national) forces that result in the deterritorialization of important economic, social, and cultural practices from their traditional moorings in the nation state. How do you define globalization? Is globalization a new phenomenon, or is it the continuation of an age-old set of processes?

Discussion Questions

3) According to Suárez-Orozco, what is new about the new immigration to the United States? What implications do these present for educators and policymakers? How is this similar and dissimilar to examples in other parts of the world?

Discussion Questions

4) Suárez-Orozco suggests three areas for future research on immigrant children: 1) Globalization and Work; 2) Globalization and Identities; and 3) Globalization and Belonging. What insights might research findings in these areas yield as to the schooling achievement and acculturation of different immigrant groups in receiving contexts worldwide? How might policymakers utilize this new information?