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Calls from policymakers to assimilate immigrants through English literacy have grown urgent. Yet the 2007 U.S. Census has reported that one in five U.S. residents speaks a language other than English at home. What's more, new immigrants often settle in long-standing immigrant communities in which these non-English languages are the lingua franca. These demographic trends call for a reconceptualization of the problematic relationship of literacy to immigrant assimilation. To whom, precisely, are immigrants assimilating, especially in multi-ethnic communities? And how exactly does literacy, especially biliteracy, shape this process? Through an ethnographic investigation of how two different immigrant groups form biliterate partnerships in the quest for legal immigration papers, this essay examines how literacy and assimilation function in light of the changing writing demands of contemporary immigrant life. (Contains 8 notes.)

This paper reports a study of prospective teachers' views about Europe, and European and national identity, in Greece and Portugal. The paper analyses written responses to a closed multiple-choice questionnaire provided by 33 Greek and 35 Portuguese prospective teachers following courses in Ioannina and Braga universities in early 2018. First, students were asked to answer 15 closed questions related to their perceptions of national, European and other identities. More specifically they were asked to choose among different associations of Europe and different levels of how their country is integrated into Europe. Also, they were asked to choose their preferred 'identification with particular identities' (Villaverde Cabral and Machado Pais, 1998) and to articulate their notions of citizenship by commenting on different criteria for the naturalization of immigrants. Finally, they were asked to predict the future of the European Union by answering an open question. Data analysis focused on the 2018 data and on comparisons with existing data sets, collected in Greece and Portugal since 1994, relating to perceptions of national and European identity and to notions of citizenship. The authors expected to find change over time in data on attitudes in the two countries, reflecting the impacts of the recent economic crisis in both Portugal and Greece and the refugee crisis, particularly in Greece. Portuguese participants were found to manifest a more positive perspective on Portuguese-European integration than had been the case in earlier data sets, while at the same time wishing to preserve some specific aspects of national identity. The Greek students were found generally to be consistent with their pro-European viewpoints, but at the same time there seems to have been an increasing distrust of the European Union after the experience of the 2010-18 economic crisis -- indications of which were apparent in some earlier findings.

This specially themed ""Getting of Wisdom," Learning in Later Life" Edition of the "Australian Journal of Adult Learning" ("AJAL") is not so much concerned with the issue of ageing itself, but more about quality of life regardless of age. It is about taking, but also giving back as best as possible at any age. This special issue is a result of the one week "The Getting of Wisdom Exchange", a collaboration between around 100 adult education practitioners and researchers from ten countries from Australia, New Zealand, Asia and Europe. In this issue, papers are presented from Sweden, Ireland, Aotearoa/New Zealand, Australia, Slovenia, Poland, Germany, Portugal and the United Kingdom. Papers cover different topics and open questions about various issues in older people's learning.

The Changing Academic Profession (CAP) international survey was designed in part to consider the effects of globalization on the work context and activities of academics in 19 countries or regions around the world. This paper draws from a subset of these data to explore the extent to which academics are globally connected in their research and teaching, and the ways this connectedness relates to global migration. Across multiple measures, immigrant academics (i.e., academics working in countries where they were not born and did not receive their first degree) were more globally connected than national academics (i.e., those working in the countries of their birth and first degree). Global migration by academic staff is clearly a major contributor to the internationalization of higher education institutions, yet there was no evidence these contributions led to enhanced career progress or job satisfaction for immigrant academics relative to national academics. The international expertise and experience of immigrant academics may not be sufficiently recognized and valued by their institutions.

Copyright of Revista Horizontes de Linguística Aplicada is the property of Revista Horizontes de Linguistica Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Etnográfica: Revista do Centro de Estudos de Antropologia Social is the property of Centro em Rede de Investigacao em Antropologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: During the past academic year in Spain, more than 500,000 immigrant students were enrolled in primary and secondary schools. School is one of those places available to society for creating spaces for coexistence and for changing attitudes. The teacher plays a very important role in this task. In this paper we will observe opinions and attitudes of future teachers regarding immigration, and particularly immigration at school. Method: In order to analyze these attitudes, we have developed two instruments: the scale of attitudes towards immigration and the scale of attitudes towards multiculturality at school. In order to analyze the psychometric characteristics of these scales we worked with 300 students in Teacher Training at the Universities of Extremadura (Spain) and of Evora (Portugal). For data analysis related to this work we selected 200 students at the University of Extremadura. Results: Both attitude scales have very acceptable psychometric characteristics. There were significant differences in the factor "Negative Social Distance" associated with the variables for type of degree program and for knowledge of, or lack of knowledge of, an immigrant group. There are significant correlations between the total scores and scale factors. Discussion: For an explanation of differences associated with type of degree program, one must look into academic and preparatory criteria, and even consider the entrance profile which differentiates students in one degree program from another. Students unfamiliar with an immigrant group maintain more negative attitudes. This fact agrees with research which considers positive contact with immigrants and having immigrant friends as factors that reduce perceived threat and reduce prejudice and discrimination. The most negative perception towards immigrants is found toward North Africans, as opposed to Latin Americans, thus confirming prior research. Finally, significant correlations between the two scales and their factors confirm the need for future teachers, during their time at university, to be made aware of the importance of their beliefs towards immigration and how these will influence a multi-cultural classroom. (Contains 8 tables.)

Research on international student migration has been burgeoning, leading to a more nuanced understanding of international students whose experiences were, for many years, conceptualised in a rather limited way. In this paper, we aim to advance understanding of the diversity and complexity of student migrants' experiences, by proposing a new interpretive framework, developed through narrative enquiry. Based on an in-depth narrative analysis of 41 "biographical encounters" with student migrants in Portugal, we illustrate the potential of biographical approaches in highlighting students' subjectivities, and the complex interplay of diverse factors that shape migration processes. A migration "profile" was assigned to each narrative, capable of representing its leitmotif. This biographical approach to student migration provides a more nuanced understanding of how student migration emerges in time, thus offering a methodological approach that does justice to the diversity of student migration trajectories and may enhance the empirical examination of their experiences. [ABSTRACT FROM AUTHOR]

This paper analyzes migrant self-selection from Portugal between 1885 and 1930 for both men and women. Leveraging newly digitized data on migrants' characteristics across districts and literacy as a selection indicator, we document that self-selection was positive over the entire period but varied markedly across space and time. In some districts, migrants' literacy was similar to the general population, while in others over three times as large. In line with models of household migration, selection was significantly lower among migrant women, who were more likely to be tied movers. Our econometric analyses show a large negative relationship between migrant flows and self-selection, notably among men. We also find that the vintage of networks mattered differently by gender: male self-selection was more responsive to recent flows, while female self-selection was mostly influenced by past flows. [ABSTRACT FROM AUTHOR]

Rural areas face multiple challenges. Among these are population decline and the attendant economic and social problems, namely demographic issues. Although the factors that draw immigrants to other countries are known, comprehending the factors that result in immigrants remaining in rural areas after their arrival could support informed local policies and practices. The purpose of the study is to explore the motivations that shape immigrants' intentions to stay in Alentejo, a depopulated region in Portugal. The research questions are as follows: What motivates immigrants to remain in depopulated regions in Portugal? Furthermore, what contributions can practitioners and immigrants make to local policies and practices? Practitioners (n = 8) and non-European Union immigrants (n = 15) living in this region were interviewed between 2020 and 2021. The empirical data were analyzed using the MaxQDA software. The results indicated that the intention to remain in rural areas arises from a progressive process: this is a process that immigrants experience that motivates them to stay there long-term. The factors influencing the process include four components described throughout this work: (1) Instrumental and material motivations; (2) Emotional and social motivations; (3) Motivations based on the quality of life; and (4) Motivations based on the political dimension. The conclusions highlight the implications for policies and practices, suggesting more investment into rural regions to reverse the depopulation trend. [ABSTRACT FROM AUTHOR]

Copyright of Comunicação, Mídia e Consumo is the property of Escola Superior de Propaganda e Marketing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The internationalisation of higher education (IoHE) has become a prominent topic in higher education research. While there is increasing institutional and governmental commitment to IoHE, it is important to consider the actual outcomes of these processes critically. Despite the significant issues raised by the academic migration of professors, researchers, and post-docs regarding migratory trajectories and epistemological aspects of scholarly work, this area of research remains understudied. This article adopted a qualitative approach, drawing on semi-structured interviews with migrant scholars pursuing academic careers in Portugal. Our findings suggest that a complex interplay of factors influences the pursuit of an academic career by migrants, including the influence of institutional and governmental policies regarding science and the impact of marketisation of higher education institutions that have jeopardised academic career possibilities. Moreover, science and academic-related work seem to be the main drivers in pursuing an academic career for migrant scholars rather than primarily career-focused and economic strategies. Notwithstanding, our study highlighted the challenges that migrant academics face at the epistemological level, pointing out that their experiences are embedded in neocolonial logics that are further aggravated by current unequal societal arrangements related to what constitutes valid and legitimate knowledge and the power relations therein. [ABSTRACT FROM AUTHOR]

In Portugal, like in other European countries, the COVID-19 pandemic aggravated the risk of poverty and social exclusion faced by migrants. This study aimed to assess mental health and well-being, and their social determinants, among Brazilian and Cape Verdean immigrant populations two years after the COVID-19 pandemic while exploring the role of positive psychological factors such as resilience and perceived social support. We conducted a cross-sectional survey combining online and face-to-face questionnaires for data collection between February and November 2022 on dimensions of mental health considered potentially relevant to the post-pandemic context: psychological distress, anxiety, and depression. Overall, 604 immigrants were included (322 Brazilian and 282 Cape Verdean); 58.5% of those surveyed were women and 41.5% were men. The results revealed that gender (being a woman) was associated with both psychological distress and depression, higher education was associated with anxiety, and that, for the three mental health dimensions under analysis, the perception of discrimination and resilience were negative and positive predictors, respectively. Findings can inform the design and implementation of relevant public mental health promotion programs with a focus on equity targeted to the general population. Such programs would help to address the psychological and social impacts of this long-term, insidious global pandemic that has challenged governments, health care systems, health care professionals, individuals, families, and communities worldwide. [ABSTRACT FROM AUTHOR]

The association Moinho da Juventude has organized Cape Verdean immigrants in Cova da Moura during the last thirty years. In this district of the Lisbon outskirts, which is seriously affected by poverty and social exclusion, the association has managed to accumulate a strong reputation among the neighbors, to occupy a central place in their relations and alsoto mediate their interests and demands towards the whole society. In this paper we investigate the factors that explain the success of this peculiar experience of immigrant associationism. We analyze the development of this organization, its relations with the neighbors and the neighborhood itself from the mid seventies until today. Based on ethnographic data we go through the major changes and continuities that took place in the neighborhood, contextualizing the different roles played by the association in every moment. This way, we propose a longitudinal approach to the associative process, and stress the importance of framing associative practices of immigrants in its socio-historical context. [ABSTRACT FROM AUTHOR]

Copyright of Revista Crítica de Ciências Sociais is the property of Centro de Estudos Sociais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Crítica de Ciências Sociais is the property of Centro de Estudos Sociais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The narratives constructed and disseminated over various decades about the colonial past have profoundly influenced the relations established between the Portuguese population and 'immigrants'. The stereotypes conveyed are deeply embedded in the social memory of the Portuguese, influencing intercultural relations. In order to analyse the perceptions of young people about intercultural relations, we conducted focus groups with secondary school students involving the viewing of the film Li Ké Terra (2010) and subsequent group discussion. In this article we present the results of the focus groups in articulation with the narrative of the film. The results demonstrate the persistence of certain negative stereotypes concerning the populations descendent from African immigrants, indicating that the memory of the colonial past significantly influences the imaginary and social identity of young people, also contributing to this youth perceiving young black people born in Portugal as immigrants. We argue that documentary and film literacy can play a central role in the reflexive and critical transformation of auto- and heterorepresentations of young people, contributing to the decolonisation of the national imaginary. [ABSTRACT FROM AUTHOR]

Copyright of Etnográfica: Revista do Centro de Estudos de Antropologia Social is the property of Centro em Rede de Investigacao em Antropologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Over the years, social projects and programmes in Portugal have resulted in actions and outcomes to improve the integration and social inclusion of immigrant children and young people in socially vulnerable territories. This article aims to analyse the intervention experiences of teams with immigrant children and young people at risk. The developed study focused on a qualitative approach through the systematisation of measures to protect the rights of immigrant children and young people in Portugal. Semi-structured interviews were also carried out with professionals working in multidisciplinary teams intervening with immigrant children and young people. The results allow the identification of strategies and intervention methods with a positive impact on social integration supported by collaborative and participatory methodologies, but also highlight limitations such as cultural and linguistic barriers, and lack of children's participation. Thus, it becomes fundamental to value the central role of children and young people in promoting and guaranteeing their rights. [ABSTRACT FROM AUTHOR]

Investigates the institutional place of Portuguese as a heterogeneous cluster of fields in U.S. research institutions, particularly where programs of Portuguese are not dependent on the existence of a local, politically-active immigrant community. Advantages and disadvantages of the concept of marginalization; Factors that have contributed opportunities to represent Portuguese outside of strict departmental and national borders; Characteristics of traditional Area Studies; Background on Women's studies.

Reports on the Thirteenth General Assembly of the European Society for Population Economics held in Torino, Italy from June 24 to 26, 1999. Male-female wage differentials and occupational segregation; Language proficiency and labor market performance of immigrants in Great Britain; Impact of minimum wages on youth employment in Portugal.