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Notes
1. In this report I rely exclusively on secondary literature based on research conducted in the Federal Republic of Germany. The reason for this is that educational science, due to its historical evolution, is strongly attached to the boundaries of the nation state and, despite trends of convergence and exchange, its research practice is often confined by national borders.
2. Directly translating the German term erziehungswissenschaftliche Migrationsforschung and international vergleichende Erziehungswissenschaft. The latter deals with transnational migration by incorporating this aspect into the concept of transnational educational space.
3. My ongoing research project examines the educational biographies of school-age children who are involved in multiple and multidirectional migration during their obligatory schooling years.
4. “Methodological transnationalism is an analytical framework allowing for the description and analysis of multiple and simultaneous forms of incorporation and non-incorporation of migrants and non-migrants in different socio-spatial contexts and institutions within a global society without prejudging the primacy of one of them” (Nieswand, Citation2006, p. 4).
5. These pitfalls are: (1) ignoring or disregarding the fundamental importance of nationalism for modern societies; this is often combined with (2) naturalization, i.e., taking for granted that the boundaries of the nation-state delimit and define the unit of analysis; and (3) territorial limitation which confines the study of social processes to the political and geographic boundaries of a particular nation-state (Wimmer & Glick-Schiller, Citation2003, p. 577f.).
6. Contexts according to Weiß and Nohl, Citation2012.
7. The necessity of considering these aspects of debates around transnationalism is recognized in their editorial introduction to a special issue on youth in transnational contexts (Fürstenau & Niedrig, Citation2007b).
8. Physically mobile.
9. Temporary migration – and circular migration as a form thereof – is often highlighted in EU policy papers as a triple-win solution. It offers a solution to labor shortages; it prevents brain- and skill-drain and contributes to the development of the sending country; and it contributes to the personal enrichment of the migrant (Triandafyllidou, Citation2013, p. 4). However, there has been little empirical evidence to back up any of these claims, particularly with regard to migrants who migrate with school-age children and rely on the services of public schools. Furthermore, it is not clear whose responsibility it is to facilitate temporary (educational) integration: the sending country, the receiving country, or a supra-national entity like the EU (see also the EURA-NET research titled “Transnational Migration in Transition: Transformative Characteristics of Temporary Mobility of People).
10. Formal, non-formal, and informal education (as well as the possibility of individual education in a virtual space) (Morrice, Citation2012; Overwien, Citation2013; Rauschenbach, Citation2008; Tippelt & Gebrande, Citation2014) are all equally considered.