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Carmen Ascanio Sánchez and Sara García Cuesta

Abstract

The aim of this paper is to explore recent scenarios observed in migration and Spanish citizenship abroad, using Cuba as a case study. This project’s innovative contribution lies in its multimethod approach, which considers both normative and demographic factors while also including a qualitative and participatory dimension. Spanish migration to Cuba is a particularly interesting case, given the differences observed here as compared to other Latin American contexts, in terms of both the social policies involved and the Spanish migrants’ profiles and respective family strategies. We analyze migrant groups from the three regions of Spain that saw the greatest emigration to this Caribbean island: Asturias, the Canary Islands and Galicia. The results show the effects of Spanish social and migratory policies on migrants to Cuba and their families from the 1990s onward, in particular with respect to the law governing citizenship known as the “Grandchildren’s Act” (“Ley de Nietos,” 2007-2011). We discuss the different strategies and practices, both individual and collective, that arose from the new resources created by these policies. To conclude, we sketch out the repercussions of these new practices on intergenerational relationships, access to citizenship rights, and the reshaping of collective identities.

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Ondřej Daniel

zdrojů. Praha: Ministerstvo pro místní rozvoj, Odbor řízení a koordinace NSRR, 2011, 24 s. [16] Mipex (Migration Policy Index) 2010 country results. http://www.mipex.eu/countries (14. 11. 2012)

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Leila Sultanova

Abstract

Modern society is undergoing complex social, economic and political transformations of planetary scope due to globalization processes. One of the peculiarities of a modern globalization wave is an intercultural interaction that, in its turn, has resulted in multicultural education. Multicultural education is quite a new branch of pedagogical theory and practice. Its appearance is considered to be connected with a period of complex social and cultural transformations in the USA during 1960s-1970s. However, J. Banks, an American scholar, proves that multicultural education is closely related to African-American movement of the 19th-20th centuries. Having analyzed the history of origins of multicultural education and stages of its development presented in works by J. Banks and C. Grant we can conclude that the process is associated, predominantly, with migration, and originated as a means of racism prevention. In the course of time the essence of multicultural education was shaped. It became obvious that multicultural education must meet needs of representatives of both different races and social groups. Also, the implementation of multicultural education into practice depends on high-quality professional training of a pedagogue able to work in the context of multicultural society. According to A. Thomas contemporary multicultural education is needed when an individual strives to understand peculiar systems of values, perception, cognition and thinking of people from different cultural backgrounds, integrate new experience into his/her own cultural system and apply it to alien cultural field. Nowadays theory and practice of multicultural education in the USA are still actively developing. Quite high demand are researches of outstanding American scholars and pedagogues in the field of multicultural education, namely, J. Banks, C. Grant, S. Nieto, Ch. Sleeter and many others.

Open access

Vasyl Zhukovskyi and Kateryna Simak

studying in Canada . Retrieved 11.05.2015 from : http://www.study.ua/story/ . 8. Sviatashchuk, I., Stadnyi, E. (2014). Academic migration. Retrieved 16.05.2015 from : http://www.cedos.org.ua/uk/osvita/akademichna-mihratsiia . 9. University of Calgary. (2015). About CISSA ( Centre for International Students and Study Abroad ). Retrieved 17.04.2015 from : https://www.ucalgary.ca/studyabroad/study-abroad/about-cissa . 10. Державний комітет статистики України [Statistics Ukraine]. (2005). Експрес-доповідь: Доктори наук станом на 1 жовтня 2005 p

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Chinyere Theresa Nwaoga, Anuli B. Okoli and Favour C. Uroko

Abstract

The paper examines how the self-acclaimed religious terrorism has forced thousands of Nigerians to be displaced from their homes. Boko haram, a religious terrorist group, has destroyed properties, wasted lives and rendered many homeless. These homeless persons became refugees and internally displaced persons. These refugees are those who fled the shores of Nigeria to neighbouring countries while the internally displaced persons (IDPs) are those persons who are still within Nigeria. The paper critically accesses the plight of displaced persons (Nigerian refugees and IDPs) and the causative factors. It was discovered that there are severe hunger and starvation in displaced person’s camp. The methodology used in this paper is the descriptive phenomenological method of qualitative research. It was used so as to provide an objective report on the findings of this research. As part of its recommendation, the paper proposes that the government should make candid effort to see to the adequate care for Nigerians who have been displaced from their homes.

Open access

Ibrahim Issifu

sustainable return of West African transnational migrants: What are the options? New Frontiers of Social Policy: Arusha Conference. Arbuckle, J. L. (1999). AMOS 4.01 [Software]. Chicago: SmallWaters. Asenso-Okyere, W. K., Twum-Baah, K. A., Kasanga, A., Anum, J., & Portner, C. (2000). Ghana living standards survey report of the fourth round (GLSS 4) Accra: Ghana Statistical Service. Beauchemin, C. (2012). Migrations between Africa and Europe: Rationale for a survey design. MAFE Methodological Notes, INED: Paris. Bjarnesen, J. (2013). Diaspora at

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Patrícia Lobo

Abstract

This article considers the reformulation of foreign language classes as spaces of cultural politics, dynamic social activism and holistic education, in order to enable schools, teachers and students to set the foundation for a more inclusive society. It starts by recognizing some of the challenges of the 21st century European context, addressing the need to explore new directions in the intercultural and plurilingual approaches in Foreign Language Education. Using Cultural Studies as a starting point, it will be argued that Gloria Anzaldúa's cultural, feminist, queer and linguistic concepts, with a focus on the crossing of different borders, the forging of relational strategies between groups, and a holistic view of the world, can contribute to current debates on interculturalism and plurilingualism, providing an alternative framework for educational practices that empower students from diverse backgrounds with self-knowledge and tolerance towards alterity.

Open access

Jana Petnuchová

. QUINTINI G. - MANFREDI, T.: Going Separate Ways? School-to-Work Transition in the United States and Europe. OECD Social, Employment and Migration Working Paper No.90, Paris: OEDC, 2009.

Open access

Zdeněk Kučera and Tomáš Vondrák

Odkazy [1] Inciativa Průmysl 4.0. Ministerstvo průmyslu a obchodu (2016). https://www.mpo.cz/cz/prumysl/zpracovatelsky-prumysl/prumysl-4-0-ma-v-cesku-sve-misto--176055/ [2] Arntz, M., Gregory, T., and Zierahn, U.: The Risk of Automation for Jobs in OECD Countries: A Comparative Analysis. OECD Social, Employment and Migration Working Papers, No. 189, OECD Publishing, Paris (2016). http://dx.doi.org/10.1787/5jlz9h56dvq7-en [3] Dopady digitalizace na trh práce v ČR a EU. OSTEU Discussion paper 12/2015. Úřad vlády České republiky (2015). https

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Sigrid Gjøtterud and Erling Krogh

] Swantz, M. L. (2008). Participatory Action Research as Practice. In P. Reason & H. Bradbury (Eds.), The Sage Handbook og Action Research. Participative Inquiry and Practice. Second Edition. London: Sage [34] Tacoli, C., & Mabala, R. (2010). Exploring mobility and migration in the context of rural-urban linkages: why gender and generation matter. Environment and Urbanization, 22(2), 389-395. doi: 10.1177/0956247810379935 [35] Taylor, E. W. (2009). Fostering Transformative Learning. In J. Mezirow & T. E. W. (Eds.), Transformative Learning