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This paper considers migrant parenting as a dynamic project that entails interactions between social class, migration experiences, individual and collective beliefs, and transnational attachments. Previous research has examined migrant parenting predominantly concerning children's social mobility in the immigration country by using the acculturation framework or by comparing migrants with non-migrants. Recently, research has accounted for child rearing in transnational families with an emphasis on gendered parenting and role reversal among parents who take care of their children from a distance. This paper analyses parenting orientations among settled migrants who maintain close connections to their country of origin. Findings from in-depth interviews with mothers from Poland with different class backgrounds who raise their children in Germany highlight their varying migration experiences and structural conditions for child rearing. The analyses show how these mothers engage in building successful migration projects for themselves and their children, albeit with very diverse socio-cultural and economic resources that shape their child rearing, navigating between support of children's accommodation, transnational connections and ethnic identities. [ABSTRACT FROM AUTHOR]

The term 'social pedagogy' was coined in Germany, a country which also provided fertile ground for the early development of social work. This article reconstructs the evolution of the two disciplines, which existed alongside one another for much of the twentieth century. It starts with their identities at the time of their early emergence, and then focuses on two formative periods: the early twentieth century, when both disciplines were in the nascent stages of independent development; and the late twentieth century, when they appeared to be in a state of amalgamation. In the course of this examination, Hämäläinen's recent suggestion that social pedagogy can be regarded as a science, as a profession and in terms of its education is investigated. So too is Lorenz's framework for considering a nation's social professions in terms of social policy, civil society and academic discourse elements. Those academic discourses tied to the identity of the two professions offer an opportunity to pin down the slippery German concept of social pedagogy, demarcate it from social work and consider the path dependencies of each profession. This is carried out with particular reference to the early figures who shaped the disciplines, specifically Paul Natorp, Herman Nohl and Alice Salomon. The case of Germany reveals not only few uncontested definitions of the two professions, but also a clear formal separation for much of the twentieth century, which is best understood by considering historical, not contemporary arrangements. [ABSTRACT FROM AUTHOR]