JosT Bastos is an associate professor of anthropology at the New University of Lisbon. --

Globalisation, migration and integration have shaken up identity processes and identity dynamics as never before. But in a post-colonial, multi-ethnic Europe, what is identity? How is it constructed? This book endeavours to answer these questions and more. Eleven of the thirteen chapters present empirical case studies from the Basque Country, the Netherlands, Switzerland, the United Kingdom and Portugal-thus resulting in one of the first international volumes to highlight Portugal's diverse and complex migration flows. Transnationalism also takes centre stage in several contributions that survey various types of informal and formal networks in local communities and across national borders. Via American studies, anthropology, cultural studies, ethnology, history, social psychology and sociology, the authors come from an array of disciplines as dynamics as the continent about which they write.

This book addresses the impact of migration on the formation and transformation of identity and its continuous negotiations. Its ground is the understanding of identity as a complex social phenomenon resulting from constant negotiations between personal conditions, social relationships, and institutional frameworks. Migrations, understood as dynamic processes that do not end when landing in the host country, offer the best conditions to analyze the construction and transformation of social identities in the postcolonial and globalized societies. Searching for novel epistemologies and methodologies, the research questions here addressed are how identity is negotiated in migration processes, and how these negotiations work in contemporary multiethnic Europe. This edited volume brings to the field a novel convergence of theoretical and empirical approaches by gathering together scholars from different countries of Europe and the Mediterranean area, from different disciplines and backgrounds, challenging the traditional discipline division.

Multiculturalism is a prevalent worldwide societal phenomenon. Aspects of our modern life, such as migration, economic globalization, multicultural policies, and cross-border travel and communication have made intercultural contacts inevitable. High numbers of multicultural individuals (23-43% of the population by some estimates) can be found in many nations where migration has been strong (e.g., Australia, U.S., Western Europe, Singapore) or where there is a history of colonization (e.g., Hong Kong). Many multicultural individuals are also ethnic and cultural minorities who are descendants of immigrants, majority individuals with extensive multicultural experiences, or people with culturally mixed families; all people for whom identification and/or involvement with multiple cultures is the norm. Despite the prevalence of multicultural identity and experiences, until the publication of this volume, there has not yet been a comprehensive review of scholarly research on the psychological underpinning of multiculturalism. The Oxford Handbook of Multicultural Identity fills this void. It reviews cutting-edge empirical and theoretical work on the psychology of multicultural identities and experiences. As a whole, the volume addresses some important basic issues, such as measurement of multicultural identity, links between multilingualism and multiculturalism, the social psychology of multiculturalism and globalization, as well as applied issues such as multiculturalism in counseling, education, policy, marketing and organizational science, to mention a few. This handbook will be useful for students, researchers, and teachers in cultural, social, personality, developmental, acculturation, and ethnic psychology. It can also be used as a source book in advanced undergraduate and graduate courses on identity and multiculturalism, and a reference for applied psychologists and researchers in the domains of education, management, and marketing.

In a world where the global engagement and international dialogue intensifies, some areas of cultivated knowledge suffer from this dialogue and this has consequences for people and communities. We propose education to be such a case. The global dialogue in education tends to be restricted to and mediated by standardized measurements. Such standards are meant to measure qualities of education and of student behavior and create the sought for condition for normative comparability and competition. The obvious drawback is that cultural variability – in local living as well as in education – is rendered irrelevant. Are there alternatives? The book insists on maintaining the discussion about education on a global level, but rather than moving towards homogenization and standardization of education, the attention is drawn towards the potential for learning from creative fits - and misfits - between concrete local cultures, institutional practices and global aims and standards of education. This work brings together a group of educational and developmental researchers and scholars grappling to find culturally informed and sensitive modes of educating people and communities. Case studies and examples from four geographical contexts are being discussed: China, Brazil, Australia and Europe. While being embedded in these local cultures, the authors share a conceptual grounding in cultural developmental theorizing and a vision for a culturally informed globalized perspective on education. As the theme of the book is learning from each other, the volume also includes commentaries from leading scholars in the field of cultural psychology and education.

In Mozambique and Guinea, the Portuguese colonial administration had to deal with Muslim communities of significant population expression and whose internal cultural differentiations presented a complexity to which the administrative power was often unprepared. The exercise of this governance, with all the variations that characterized it, extended throughout the period that the colonial project lasted, from the phase of effective military occupation, in the transition from the nineteenth to the twentieth century, until the end of the colonial wars in 1974. In this chronological segment, Portuguese Colonialism and Islam seeks to address the circumstances of the colonial governance and regulation of those populations, focusing on: (1) The representations and images of Islam and Muslims that the agents of Portuguese colonialism produced at significant stages of the period, the recurrence of this imagery, its evolution, and the way it interacted with the concrete policies of control and governance of the populations. (2) The changes that such policies underwent, oscillating between a posture of ambivalent hostility, more visible in the 1930s to 1950s and more present in Mozambique than in Guinea, and a strategy of rapprochement with the Islamic leadership and their religious enticement, a strategy developed in the final phase of the Colonial War as part of the fight against nationalist movements. (3) The critical eye with which representatives of former colonial powers followed the Portuguese policies of governance of Islam, expressed in the testimonies of consuls-general of France and the United Kingdom, and documents conveying how diplomatic bodies perceived the Portuguese colonial system.

Europe is often described as "flooded" by migrants or by Muslim "others," with Western African men especially portrayed as a security risk. At the same time the intensified mobility of privileged people in the Global North is celebrated as creating an increasingly cosmopolitan world. This book looks critically at racialization of mobility in Europe, anchoring the discussion in the aspiration of precarious migrants from Niger in Belgium and Italy. The book contextualizes their experiences within the ongoing securitization of mobility in their home country and the persistent denial of racism and colonialism that seeks to portray the innocence of Europe.