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This paper describes a Capability Approach analysis of the capabilities, functionings, and conversion factors reported by learners on workplace-based mobile language learning courses. The study used secondary data from student satisfaction surveys from 556 learners who were all recent migrants to the US and who were using the courses to study English. Use of the Capability Approach highlights that the promises of mobile learning were not available to all learners as conversion factors (individual, social, environmental, and technological) inhibited their participation in the courses. The study shows how some learners experienced a tension between well-being and agency as they were unable to study the content they wanted in the way they wanted. It also demonstrates that factors around the business model of the company that created the courses impacted the level to which learners were able to participate in the program. Finally, the study illustrates that learners were able to extend the language they learned through the course into other areas of their lives and to help others.

The researchers explored how the migrant students characterized their experiences in the College Assistance Migrant Program (CAMP) program at a predominately White institution in Georgia and how they developed identity in this qualitative study. Interviews with seven migrant students were transcribed and coded for themes using Baxter Magolda's theory of self-authorship as the theoretical framework. Participants developed their identities and established self-authorship as migrant students due to the influences and impacts of CAMP and perceived CAMP support as the nexus to their academic success and overcoming barriers. Other themes emerged from the narratives, including disruption of frequent moves, cultural differences, inadequate preparation, and the management of college and family obligations. Discussed are the implications for higher education practice and future research.

This article provides a counterstory to damaging, dominant narratives concerning migrant experiences and border crossings. Through counter-storytelling, I share Rey's lived experiences as a transfronterizx (transborder) student who crossed the United States--Mexico border daily to attend school and eventually, participate in school music. The overarching question guiding the study was: What are a transfronterizx student's experiences navigating school and school music in the United States? Based on the findings, Rey encountered literal and metaphorical barriers as he pursued an education in the United States. In particular, navigating language, deficit-based teaching practices, surveillance, and policing were key in his narrative. Currently as a music educator, Rey draws from his personal transfronterizx background to inform his music teaching practices in a predominantly Latine school community. Considerations for working with migrant students and families are discussed in light of ongoing sociopolitical issues, including the need for more culturally and linguistically responsive practices.

This paper argues that access to quality education and skills development programs for refugees, returnees and Internally Displaced Persons (IDPs) is not only one of the fundamental human rights that states and non-state actors have obligations to fulfill; it is also an integral part of sustainable development efforts which will have significant contributions to socio-economic transformation in host countries, countries of origin and countries of destinations in the event that refugees become migrant, which is sometimes the case. The Intergovernmental Authority on Development (IGAD) region, consisting of eight member states, namely, Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Sudan and Uganda, host more than 13 million forcibly displaced people. This results from protracted and devastating conflicts; drought and famine and other natural or man-made calamities. Within the IGAD region, Somalia, South Sudan and Sudan produce 80 to 90% of displacement due to protracted civil wars. However, almost all the member states have refugees, IDPs or migrants sheltered in their territories. Access to higher education among refugees, returnees and IDPs is very low at only 3% compared to 36% globally. The figure for Africa is still dismal, at less than 1%; and the same holds true for the IGAD region. In an effort to address this major challenge facing these population categories, the Intergovernmental Authority on Development (IGAD) convened a high level regional (Ministerial Conference) on refugee education held in Djibouti, 12-14 December 2017. That Conference adopted what is now called the Djibouti declaration and Plan of Action for refugee education in the IGAD region. The major purpose of this paper was is to outline the refugee situations in general and the state of higher education in the region in particular.

Despite Thailand's popularity as a destination for migrant laborers from neighboring Southeast Asian countries, little research has been conducted on the education of migrant school-aged children in Thailand's public schools. However, knowledge in this area is important for improving Thailand's education policy and curriculum for migrant children and addressing issues related to Thailand's migrant education. As a response, framed by a phenomenological approach, this study conducted classroom teaching observations and interviews with Thai public-school teachers in the provinces, which are well-known for their large migrant populations. Presented in classroom narratives and teachers' perspectives individually, the findings revealed teachers' intentional misperceptions of ethnicity, pedagogical strategies to integrate migrant children into classrooms with Thai students, barriers that teachers must overcome to aid the educational advancement of migrant children, and non-governmental organizations' support for teacher training (NGOs). Since Thailand has implemented a policy allowing migrant and stateless children to freely enroll in public schools, this study calls for the implementation of non-discriminatory, integrative efforts at the school level, beginning with the provision of training for teachers on multilingual education and ending with the enhancement of school participation in the integration of migrant children into the educational environment.

Studies have examined teachers' experience of organisational learning in school-based contexts but have seldom investigated teachers' cross-school learning processes. This paper explores the dynamic processes of teacher learning in cross-school settings led by local teaching and research officers. Qualitative comparative case studies based on organisational learning were conducted in China. The findings showed that, due to different contextual factors, the cases showed different learning cultures but shared several similar learning mechanisms. This article concludes by presenting a 'context-learning mechanism-learning value' framework for understanding organisational learning in TRO-led cross-school teacher learning communities in China.

Primarily driven by conflict, displacement and economic pull factors over the past three decades, a homegrown system of mother-tongue-based education for migrant children from Myanmar has been developed in Tak Province, Thailand. This network of Migrant Learning Centers depended mainly on external organisations for teacher professional development (TPD), with few Centres having opportunities to develop school-based models. This paper documents learning from creating the 'teacher leader' role to build school-level capacity to sustain TPD by giving new responsibilities to 31 teachers as peer coaches during the pandemic. Mixed-methods analysis used Hofstede's Cultural Dimensions Theory, specifically, Power Distance, Individualism -- Collectivism, Uncertainty Avoidance and Long-Term Orientation to frame sensemaking and the extent to which teachers' perceptions of the new role were consistent with its implementation. The teacher leader role contributed to a perceived reduction of power distance between teachers and promoted long-term orientation regarding TPD. Its emphasis on collaboration allowed collectivist ideals to be played out practically without disturbing the status quo. The prioritisation of reflective practice and teacher-level collaboration improved coaching self-confidence and teaching competencies. Teacher-led peer-support systems within and across schools assisted in the retention of institutional knowledge.

This article engages in theoretical reflection on how to transcend the imposition of Eurocentric theories onto Southern and Eastern examples. Specifically, I reflect on the examination of educational issues faced by marginalized migrant communities within Chinese contexts and explore the application of an "Asia as Method" conceptual framework to reimagine education opportunities for migrant children and community mobilization as it pertains to a politics of recognition and redistribution. The politics of location and identity shaped by Chinese society's historical and contemporary power structures highlight both the needs and potential of theoretical conceptualizations from within. The goal is not simply to replace the West/North with the East/South nor is it to generate a wholly new theoretical concept to be applicable to all contexts; instead, the task undertaken in this work is to foster historically grounded relational explanations in order for communities in previously-decentered contexts to become one another's multifaceted reference points.

Social, political and economic upheavals, coupled with natural disasters, are recurring, major causes of the displacement of people worldwide. Hosting nations are constantly seeking ways and means to meet the diverse needs of migrants, immigrants, refugees and asylum seekers, with schools incessantly being urged to play a major role in the inclusion of migrant students in all aspects of school life. The study highlights the strategies being employed by a Maltese school leader in his quest to fulfil his noble mission of effectively including all students, irrespective of background of origin. The study also seeks to develop and expand the role of the school leader towards meeting the needs of migrant students and their families within the school set-up and beyond. It also seeks to engage readers in a critical and constructive discussion surrounding the effective inclusion of migrant students in schools and society. It transpired that the school leader's work can be summarised under four categories: 1) reconceptualising the meaning of diversity 2) promoting an inclusive school culture, 3) strengthening of language support and 4) the extension of school relationships beyond school boundaries.

Accessing high-quality career development to support successful transitions into post-compulsory education and employment can be a challenge for newly arrived students of refugee and migrant backgrounds. In Australia, not-for-profit organisations provide career guidance to students within schools that enrol refugee and migrant families. Through programs, not-for-profit organisations can provide mentoring, support and other career services. This research explores the marketing materials of organisation-provided career guidance programs based in Australian secondary schools. A close textual reading of how the programs engage with the discipline and practices of career guidance reveal a deficit framing of students and their families, with limited focus on promoting agency across programs. In light of the increasing resettlement of refugees and migrants in Australia, these findings highlight a need to balance social justice principles with greater engagement with the discipline of career education when enacting career interventions with vulnerable groups.

Based in Lebanon, Jusoor's Refugee Education Program has supported out-of-school Syrian refugee children since 2013 with the aim of bringing them back on the path of formal schooling. In March 2020, the COVID-19 pandemic forced the closure of all schools and educational centers in Lebanon. To keep students learning, Jusoor switched to an online learning format. This distance learning program was named Azima, or "Determination" as translated from the Arabic, in reference to the refugee children's determination to continue learning despite the adversities they face. Through the program creation, iteration, and transformation, a set of best practices emerged that could be useful for the establishment of distance education in general, and for distance education programs catering to out-of-school children or children coming from a vulnerable background in particular.

Starting in 1948, Australia's Adult Migrant English Program (AMEP) has continued to deliver language education to migrants for the purposes of settlement and attaining employment. Both in Australia and internationally, the AMEP and its related developments in English language education have had a profound impact on the teaching and learning of English as an Additional Language (EAL), particularly in terms of their contributions to the field of Systemic Functional Grammar (SFG), which became the theoretical underpinning of the AMEP curriculum in the early 1990s. However, it would seem that a quarter of a century later, SFG is missing in action. This paper traces SFG's presence in the AMEP through its inception in the Certificate in Spoken and Written English (CSWE) through various evolutions of the AMEP, and speculates on the implications of SFG's apparent absence in the AMEP today.

In the past decades, marriage migrants in Asia, including Thai-Japanese couples, have increased. Previous literature predominantly focused on issues related to adaptation and integration for "foreign wives" into the host society underlining the hypergamous (marrying a spouse of a higher status) nature of their marriage, which renders the majority of husbands and non-hypergamous marriages understudied. Therefore, the current study focuses on a population that includes husbands and wives, Japanese migrants, and Thai spouses. This study is exploratory and employed a qualitative approach with snowball sampling, which resulted in the inclusion of five Thai nationals and three of their Japanese spouses raising children in Thailand as participants. The study aims to examine their educational decision-making, including the language used in each family and school choice, since the parenting process is a succession of adjustments in response to the conditions of society, where values are explicitly manifested. Data were collected through face-to-face or online interviews, and content analysis was used to clarify themes. Analysis revealed factors that relate educational decisions to preconditions, such as the place of the first encounter, socioeconomic status, and location of their home. Another prominent issue is the strong belief in the English language. All participants claim that their decisions were made unanimously, while their characteristics, high levels of education and overseas experience, the preference of Japanese spouses to live in Thailand, and their lack of knowledge about educational options in Thai society contribute to the rational recount of their decision-making process.

The Swiss context presents a specific pattern being a confederal country relying on a subsidiarity principle. Thus, the cantons operate in a framework of a reduced power of central authority (Boulenger et al., 2012; Revaz, 2020) and are autonomous regarding education policies at local level (Akkari, 2019). However, since the adoption of a new law in 2005, the Federal Council, cantons, municipalities and cities officially collaborate on migration policy (Chifelle, 2018; Facchinetti, 2012). In this particular context, the confederation developed migration policies giving guidance to cantonal governments. Our research aimed at analyzing a confederal policy guidance on migrants' education and its interpretation in the canton of Geneva. In particular, we examined the "decoupling" between general guidance from the Confederation and the implementation at local level. For this purpose, we studied the implementation of a cantonal program named "L'école des mamans" (mothers' school) dedicated to prepare migrants' families for their children enrolment in primary school. Our main results show that there is a distortion between policy objectives and the implementation phase. We also observe a model of resistance to change with no modification of actors' practices towards migrants' parents despite the new integration policy guidance.

This article examines the functionality and ideological underpinnings of an NGO system in Beirut, Lebanon. This grassroots NGO, in partnership with the Migrant Community Center and migrant domestic workers from African and Southeast Asian countries, creates an educational space that is both transformative and liberatory. This activist space is informed by an anti-racist and feminist ideology. Based on the narratives of this system's stakeholders, I forward a subaltern praxis, a transformative model for the development sector informed by Vygotsky's constructivist frameworks and Freirean ideology.

At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the article. Eight VET-teachers were interviewed, and the narratives were analyzed using concepts from the theory of practice architectures. Three teaching practices in relation to language learning were identified within the broader project of teaching newly arrived students in VET: i) Swedish language first, ii) second language learning-in-action, and iii) joint VET and second language teaching. These practices were in turn connected to three different approaches to language learning in VET: language learning understood as a) segregated skills instruction, b) as happening 'naturally' while participating in VET-practice, c) integrated in VET but requiring explicit instruction and daily interaction with Swedish-speaking students. A conclusion drawn from the study is that newly arrived migrant students are provided unequal opportunities for development of vocational knowing and language competences in Swedish upper secondary schools depending on local conditions. The results also show how economic resources and support from school-leaders provides conditions for re-shaping teaching practices.

The study is aimed at providing scientific substantiation of the relevance of the tutors' activities and at describing the educational experimental program implemented at the Department of Primary Education of the North-Eastern Federal University concerning primary education and tutoring in the general ungraded and nomadic schools of the North. Research methods include: study and analysis of scientific literary sources, including those considering the problems of education in Yakutia; analysis of the tutor support organization for school education in the North; and simulation of a tutor support model in a nomadic school. Teacher training experience was obtained in introducing a new combined profile in the bachelor's program "Primary Education and Tutoring in the General Ungraded and Nomadic Schools of the North". The article describes a model for the formation of ethno-educational competence in primary school teachers, ethno-pedagogization of the educational process and the national civic identity as a condition for the successful implementation of the tasks of the new standard for primary school, and deals with the content and stages of the formation of bachelors' ethno-educational competencies in future primary school teachers as exemplified by Ammosov North-Eastern Federal University.

Purpose: This article aims to explore how suburban public schools in Shanghai of China have implemented the top-down equity-minded migrant policies of free compulsory education and equal access to public education. Design/Approach/Methods: This qualitative study focuses on public schools in the suburb of Shanghai, one of the top migrant-receiving metropolitan cities in China. Using personal network, referral, snowballing, and "guerrilla interviewing," the researcher recruited 13 migrant parents that represent 11 cities of 9 provinces and collected interview data between early January and late June of 2015. Data sources include 10 face-to-face interviews, 3 telephone interviews, 6 follow-up interviews, and supplementary policy documents. Findings: It finds that local public schools have fully implemented free compulsory education, but have not supported equal access, revealing an inconsistent and arbitrary policy enactment pattern. Although all the interviewees have worked and lived in Shanghai for an average of 10 years, only those that afford a real property, receive exceptions, or have personal connections can have children enrolled in public schools. Further, parents' perceptions of the policy implementation vary across cases with most of them not demonstrating an awareness of education equality. Originality/Value: This study synthesizes stories shared by migrant parents and reports an interesting policy implementation pattern. It contributes to the field of migrant education study and confirms that top-down equity-minded reform is likely to encounter challenges.

Despite the group of Newly Arrived Migrant Students (NAMS) being very diverse, their educational outcomes are homogeneous and rather weak in many countries. In Flanders (Belgium) the educational trajectory of NAMS starts in a separate program that prepares them for their transition to regular secondary education. Rather than seeing the outcomes of reception education as the result of the behaviour of individual teachers and students, we argue that this problem should be addressed using a field approach that directs attention to the structural relationships between reception education and regular education. We rely on Bourdieu's agency-structure bridging concept of social fields to reveal this relative position and the implicit assumptions or doxa that sustain it. Administrative data on teachers and students in secondary education, as well as policy texts, the transcripts of 37 interviews with teachers and the fieldnotes from the observations of 28 admission councils were analysed.

In-country migration is widespread in South Asia, and the region hosts the world's largest number of out-of-school children. Yet the relationship between internal migration and inclusion in formal education has received only limited academic and policy attention. The Agenda 2030 pledge to leave no-one behind prompts us to argue that when it comes to migrating children, formal education systems in South Asia are in ontological crisis. Cases of mobile pastoralists and seasonal labour migrants illustrate that being 'left behind' is produced by intersecting norms of modernity, which formal education systems reproduce, via logics of rights, human capital and 'terms of inclusion'. Formal education systems are antithetical to mobility-dependent livelihoods, discount situated learning, and perpetuate unequal social relations. 'Alternative' education has done little to contest these norms and their productions. Terming this an 'ontological crisis' signals both the disjuncture between realities and Agenda 2030's moral exigencies, and the opportunity to act.

Research shows a heterogeneous picture of migration-related disparities regarding adolescents' educational trajectories at the end of lower-secondary education. Among other disparities, migrants face large disadvantages with regard to the transition to vocational education and training (VET). They are, however, also more likely to change to upper-secondary school tracks at the end of lower-secondary education. Using longitudinal data drawn from the German National Educational Panel Study (NEPS, Starting Cohort 4), this study empirically captures patterns in school-leavers' transition trajectories after lower-secondary education and empirically tests theoretical mechanisms of migration-related educational inequalities. Building on the concept of secondary effects of migrant origin, this study asks to what extent self-selection explains migration-related disparities in the educational trajectories at the end of lower-secondary education. Particular attention is devoted to the extent to which migration-related inequalities in adolescents' transitions can be explained by differences in (1) rational choice factors and (2) the educational expectations and demands of parents and friends. The results show that rational choice factors and the educational expectations of social groups largely contribute to migration-related educational inequalities. The results provide important starting points for educational policy discussions on strategies and measures to address migration-related inequalities in the transition to VET.

This article explores the role of popular education for migrants in a social movement context. The aim of this study is to explore how migrants' societal involvement is enabled and constrained by participation in study circles organised in a local branch of the Swedish Workers' Educational Association (ABF). The study was designed and conducted in close cooperation with ABF. Drawing on the theory of practice architectures, the preconditions for involvement of migrant study circle participants in ABF are analysed using participant interview data. The analysis of cultural-discursive, material-economic, and social-political arrangements shows how the study circles are highly integrated into various ethnic associations, thus preconditioning societal involvement with upholding an ethno-cultural heritage. Societal involvement is enabled as the participants can share social resources, information, and knowledge for both navigating in and relating to the local community and society at large. Societal involvement is constrained by scarce resources and challenges related to maintaining and developing constructive relationships, both within the group and in relation to the surrounding society.

This article examines the history of youth educational programming at a Kansas City nonprofit called El Centro, Inc. Youth educational programming has been a focal point of El Centro's programming throughout its history. It is a part of a larger historical research study that investigated the forty-seven-year history of the organization. The social, political, legal, and economic contexts surrounding the organization's journey were investigated and are touched on in this article. Susan Kenny Stevens' Lifecycle Model was used to organize the larger study and, subsequently, this smaller piece of El Centro's history follows the same chronological sequence. The study was largely based on document analysis in evidencing the story and included oral histories to supplement the written documentation. This article in particular provides a broad overview of three major programs in youth education that grew over 40 plus years: the Migrant Education Program, the Students as Teachers Program, and ultimately the Academy for Children at El Centro, Inc. Consolidating this story in one place and for others to read highlights the untold successes of El Centro and recognizes the community it serves.

For refugee migrants, proficiency in the language of their host country is a significant factor affecting their chance of integration and employment in their new society. For this reason, many Western nations provide host-country language training for such migrants. Australia thus offers English language training within its Vocational Education and Training (VET) sector to assist in refugee settlement. This study draws on qualitative interview data collected from a group of male Muslim refugee migrants attending these Australian training programs. Applying a Bourdieusian analysis to the data, the study's findings suggest that language training alone does not meet their linguistic and vocational needs. The paper argues first that the current language training programs need to be reconceptualised to consider the intersection of language training, work experience and vocational qualification; and second, that there must be a confluence of these three factors if refugee migrants are to have any chance of gaining meaningful employment opportunities. The notion of capital as 'vocational currency' is proposed as a new term to identify the complex relationships within this confluence. The article concludes with discussion of the implications of this study for language training within these VET programs.

This exploratory qualitative study examines the barriers to program implementation faced by state directors overseeing federally funded Migrant Education Programs (MEPs). Drawing on data gathered via in-depth interviews with 25 SDs across the United States the following research question is addressed: According to SDs of MEPs, what are the barriers to program implementation? The findings suggest that SDs experience five main barriers to implementing the MEP: 1) lack of time to dedicate to the program; 2) bureaucratic barriers; 3) lack of funding; 4) stigmas and prejudice; and 5) immigration policies. The findings are discussed along with policy and program recommendations.

The educational aspirations of immigrants are often high, inspired by the hopes of newly gained opportunities available in the host country. This is also the case for students between 12 and 18 years old who have recently migrated to a new country (NAMS). However, they often perform below their non-immigrant peers and are overrepresented in vocational education. In Flanders (Belgium), the educational trajectory of NAMS starts in a separate programme that prepares them for their integration into regular education. This study aims to gain insight into how the interplay between pressures from the education system, the gatekeeping function of teachers and the agency of students and their parents unfolds. Ethnographic fieldwork was conducted across two schools (2017-2019). The analysis shows how teachers in reception education try to align idealistic aspirations of NAMS with the options that the regular education system offers. We use Clark's concept of "cooling out" as an analytical tool to describe the incremental process that takes place.