This open access book critically explores how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and international levels. Written by leading scholars and practitioners from across the globe, the book introduces the reader to how such interactions play out through a series of illustrative case studies drawn from scholarship and empirical research conducted in the global South. It considers education in all its forms and raises critical questions about its purpose and value in contexts of migration and (im)mobility across a range of low- and middle-income settings. The contributors engage with the multiple reasons for migration, and also consider how communities and societies are shaped not just by the movement of people but also of ideas, resources, norms, and values across different national and international contexts. Collectively the chapters offer new insights into: the considerations for education and international development that emerge when we apply a migration lens; key theoretical frameworks and approaches which can help us understand the education-migration-nexus; the opportunities and challenges that migration and (im)mobility create for education in contexts of development; emerging dilemmas regarding how best to promote justice, equity and wellbeing in and through education in contexts of migration; and how gendered and other inequalities are core considerations in the education-migration-development nexus. The book concludes with some reflections by the editors on cross-cutting themes generated through the volume, including some directions for future research.
The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollection.com. Open access was funded by Knowledge Unlatched.
This is a critical and timely volume on the nexus of migration, development and education. Interestingly even in the field of migration studies education is often under-researched. As the authors point out even the SDGs underplay the role of both migrant education and effects of education on migration. Yet education has enormous impact on both the lives of the migrant and on understanding the phenomena of migration. What is most exceptional about this volume is that it disturbs the established normativity in the field of migration and development studies and makes the volume both edgy and exciting. It questions established positionalities, "eduscapes" and knowledge bases and endeavours to re-narrativise edu-spaces within customary chronicles of colonialisms, knowledge sources and globalisations. The authors endeavour to bring voices from the margins to the centre of discourses on education and migration thereby politicising northern knowledge systems and invoking the value of indigenous knowledge sources. This volume is meant for scholars and activists to sit back and think and I am sure it will fulfil this purpose.
