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This paper examines the influence of class on migrants' social positioning strategies in transnational spaces. It contributes to debates about the processes of transnational class-making and class formation. Going beyond an analysis of class in socio-economic terms, the paper focuses on peoples' (changing) subjective understandings of middle-class membership as a relevant factor in migrants' transnational social positioning strategies. Based on qualitative interview data with middle-class migrants in Germany, the presentation relates their experiences with downward social mobility before and after migration to their subjective perspectives on middle-class membership over time and in different places. The findings show that middle-class performance is shaped by migration experiences but also shapes peoples' mobility trajectories and therefore influences and promotes different transnational lifestyles.

International audience; Using a mixed methods approach, this paper analyses the nexus between migration and social positions drawing on recent survey data on migrants who have arrived in Germany after 1994 (Socio-Economic Panel, SOEP) as well as qualitative interviews with 26 respondents to the survey. Drawing on a Bourdieu’s forms-of-capital approach (Bourdieu, 1986), and applying the method of Multiple Correspondence Analysis (MCA) to the survey data, we highlight two dimensions structuring the nexus between migration and social positions in Germany: 1) capital related to legal status and multiple migration; and 2) (trans)national cultural capital. Through a cluster analysis based on the MCA results, we then identify and describe four profiles of migrants characterised by distinct configurations of cultural capital (social class background, education and linguistic skills before and after settlement), legal status (citizenship and status at migration), experiences of multiple cross-border movements and social positions: The ‘Foreign Working-Class’, the ‘Foreign Middle-Class’, the ‘Adapted German Migrants’, and the ‘Young Highly Educated Urbans’. The complementary analysis of the qualitative data allows us to go further in understanding some of the factors that may play a role in shaping migrants’ social position(ing) in the four clusters. In particular, we show that resources such as determination and perseverance can be crucial for some migrants to counter structural constraints related to their legal status in transferring or accessing cultural capital, and that linguistic skills are also used by some migrants as a marker of social distinction.

International audience; How does spatial mobility influence social mobility and vice versa? Often, the 'objective' structural positions on the one hand, and the 'subjective' definition of social positions on the other hand, are not considered together. Yet this is necessary in order to gauge the consequences of mobility trajectories reaching across borders. This framing editorial asks how we can study the interplay of perceptions of one's own social position and one's objective social position to better understand how spatial mobility influences social mobility and vice versa. In short, this means an exploration of the nexus of spatial mobility and social mobility. Exploring that nexus requires attention to objective social positions, subjective social positioning strategies, transnational approaches to the study of social positions and self-positioning, and social boundary theory. Overall, the complexity of the nexus between social and spatial mobilities calls for a multifaceted research approach that covers various levels of analysis. Some of the contributions feature a mixed-methods approach that allows drawing a multifaceted picture of the interrelation between the perceptions of social positions and their structural features.

This article discusses the role of social comparisons in the processes through which migrants make sense of their own social position from a transnational perspective. Migrants are often involved in transnational forms of life which influence their forms of belonging, their economic strategies, their moral values and their political actions. There is also evidence to suggest that migrants use transnational frames of reference to evaluate their social positioning within their origin and host countries. In this article, we offer a methodological approach to the study of social positions in transnational spaces which aims to account for the interplay between the markers of objectively verifiable social positions and their subjective assessment by migrants. Concretely, we focus on social comparison as a mechanism for symbolic boundary drawing processes, which help migrants to make sense of their (often differing) social positions within host and origin countries. Social comparisons help migrants to evaluate how they are seen and positioned by others and subsequently bring these assessments into line with their own social categories and evaluations of their social position in different places. These findings highlight the importance of social comparisons as a tool to investigate the interaction between social and spatial mobility.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This report provides an in-depth overview about the research on technical and vocational education and training (TVET) in Sub-Saharan Africa, to identify gaps in the research and provide the impetus for further research and the formation of international research networks in TVET in Sub-Saharan Africa. This report (in English) is an expanded and revised version of an earlier report, published in 2019 in German (https://lit.bibb.de/vufind/Record/DS-184013). The present report covers the research design (methodological approach) of the report; the quality and relevance of the publications found on TVET; the concept and practice of TVET; stakeholders in TVET research and their networks; topics, perspectives and current debates of TVET research; a systematic review of reliable studies on TVET in SS; models for the design, development and delivery of TVET; gender issues; key state actors; the importance of non-governmental actors in TVET; national standards, guidelines and quality frameworks; challenges that arise when implementing guidelines and political decisions; influencing institutional framework conditions; networks for research. The final chapter offers a summary and — based on this — directs our attention to possible future developments regarding TVET and TVET research. A number of appendices present additional information, such as an annotated bibliography, the full bibliography for the report, the methodology for the interviews and structured community review, and the results of the structured community review, as well as a list of additional materials for the report.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

This document forms part of the full report This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.

Since 2016, many German citizens have participated in so-called ‘buddy schemes’ in which volunteers provide personalised support to refugees to help them build their new lives in Germany. These relationships are characterised by ethnic, gender, and age differences between the two parties. This article looks at buddy schemes from the perspective of both volunteers and refugees and investigates whether their relationships open up spaces for transformative citizenship practices, or rather reinforce exclusionary discourses. Drawing on feminist theories of care, the article describes how volunteers and refugees attach meaning to their activities and roles in the relationship. On the one hand, values attached to caring relationships, such as emotional closeness, trust, and respect, contribute to migrants’ heightened sense of self-esteem and autonomy and foster volunteers’ sense of responsibility for fighting against inequality. On the other hand, both parties enter into particular logics of care that potentially reinforce power hierarchies between them. These ambiguous dynamics influence the possibility of transformative citizenship practices on both sides. While some volunteers and refugees develop and take a critical stance on restrictive migration policies in their relationships with others, others reinforce their exclusionist viewpoints on who deserves to be helped and by whom.