This open access wide-ranging collation of papers examines a host of issues in studying second-generation immigrants, their life courses, and their relations with older generations. Tightly focused on methodological aspects, both quantitative and qualitative, the volume features the work of authors from numerous countries, from differing disciplines, and approaches. A key addition in a corpus of literature which has until now been restricted to studying the childhood, adolescence and youth of the children of immigrants, the material includes analysis of longitudinal and transnational efforts to address challenges such as defining the population to be studied, and the difficulties of follow-up research that spans both time and geographic space. In addition to perceptive reviews of extant literature, chapters also detail work in surveying the children of immigrants in Europe, the USA, and elsewhere. Authors address key questions such as the complexities of surveying each generation in families where parents have migrated and left children in their country of origin, and the epistemological advances in methodology which now challenge assumptions based on the Westphalian nation-state paradigm. The book is in part an outgrowth of temporal factors (immigrants’ children are now reaching adulthood in more significant numbers), but also reflects the added sophistication and sensitivity of social science surveys. In linking theoretical and methodological factors, it shows just how much the study of these second generations, and their families, can be enriched by evolving methodologies.​This book is open access under a CC BY license

Global Migration and Education makes a notable contribution to understanding the issues faced by immigrant children, their parents, and educators as they interact in school settings, and to identifying the common challenges to, and successes in, educational institutions worldwide as they cope with these issues. Global in scope, there are chapters f

Originally published in 1983. This book concentrates on the psychological factors within immigrants and on the importance of these for relations with locals and for education. It argues that immigrants experience a state of estrangement from both their own societies and from the receiving society. The educational effects of this manifest themselves partly in poor achievement, partly in poor behaviour and in dropping out of society. These are seen as the results of a diminished self-worth, a feeling of being pre-programmed to failure, and of being outsiders. This study develops a psychological model of the state of affairs and of the desirable educational measures needed for coping with it – in educational planning, curriculum development, teacher training and so on. It presents guidelines or suggestions for areas and kinds of actions, not presentating specific materials or programmes. This book fosters development of insight and understanding among teachers, policy-makers, teacher trainers and immigrants themselves.

This study is concerned with the ways in which a dozen " knowledge-based societies" of Western Europe and the English-speaking world respond to unprecedented cultural and linguistic diversity resulting from the flow of immigrants and refugees since World War II. It asks how public policy has sought to use schooling to minimize the potentially divisive and inequitable effects of this diversity and to provide opportunities to the children of immigrants. It asks also how the nature of each of these societies affects the meaning of integration into each of them.

Based on a comparative analysis of 15 projects on the education of children of migrant workers in 10 European Community countries, this book provides descriptions of advanced practice, problems encountered and solutions found. The results are summarized under such headings as equality of opportunity, education for bilingualism, intercultural education and anti-racist approaches.