737
Views
11
CrossRef citations to date
0
Altmetric
Articles

Abyssal lines and cartographies of exclusion in migration and education: towards a reimagining

ORCID Icon

References

  • Abdi, A. A. (2012). Decolonizing philosophies of education. In A. Abdi (Ed.), Decolonizing philosophies of education. Rotterdam: Sense Publishers.
  • Amnesty International. (2018, April 16). Papua New Guinea: Punishment not protection. Australia’s treatment of refugees and asylum seekers in Papua New Guinea. Retrieved from https://www.amnesty.org/en/documents/asa34/7781/2018/en/
  • Andersson, P., & Fejes, A. (2010). Mobility of knowledge as a recognition challenge: Experiences from Sweden. International Journal of Lifelong Education, 29(2).
  • Andersson, P., & Guo, S. (2009). Governing through non/recognition: The missing ‘R’ in the PLAR for immigrant professionals in Canada and Sweden. International Journal of Lifelong Education, 28, 423–437.
  • Anthias, F. (2014). Beyond integration: Intersectional issues of social solidarity and social hierarchy. In F. Anthias & M. Pajnik (Eds.), Contesting Integration, Engendering Migration, Theory and Practice. (pp. 13–36). UK: Palgrave Macmillan.
  • Anthias, F., & Yuval-Davis, N. (1992). Racial boundary: Race, nation, gender, colour and class and the anti-racist struggle. Abingdon: Routledge.
  • Bajaj, M., & Bartlett, L. (2017). Critical transnational curriculum for immigrant and refugee students. Curriculum Inquiry, 47(1), 25–35.
  • BBC News. (2017, February 10) Trump’s executive order: Who does travel ban affect? Retrieved April 15, 2018, from http://www.bbc.co.uk/news/world-us-canada-38781302
  • Beine, M., Boucher, A., Burgoon, B., Crock, M., Gest, J., Hiscox, M., … Thielemann, E. (2016). Comparing immigration policies: An overview from the impala database. International Migration Review, 50(4), 827–863.
  • Berry, J. W. (1992). Acculturation and adaptation in a new society. International Migration, 30, 69–85.
  • Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology. 46(1), 5–34.
  • Bhaba, H. K. (1994). The Location of Culture. London, UK: Routledge.
  • Bigo, D., Bonelli, L., Guittet, E.-P., & Ragazzi, F. (2014) Preventing and countering youth radicalisation in the EU. Document requested by the committee on civil liberties, justice and home affairs (European Union; Brussels). Retrieved 30 August, 2017, from http://www.europarl.europa.eu/studies
  • Bijl, R., & Verweij, A. (eds.). (2012). Measuring and monitoring Immigrant Integration in Europe: Integration policies and monitoring efforts in 17 European countries. The Hague: The Netherlands Institute for Social Research.
  • Bron, A. (2003). From an immigrant to a citizen: Language as a hindrance or a key to citizenship. International Journal of Lifelong Education, 22(6), 606–619.
  • Castles, S., Korac, M., Vasta, E., & Vertovec, S. (2002). Integration: Mapping the Field, Report of project at University of Oxford Centre for Migration and Policy Research. London: Home Office Immigration Research and Statistics Service.
  • Coffield, F. (2006). Breaking the Consensus: Lifelong learning as social control. British Educational Research Journal, 25(4), 479–499.
  • Commission of the European Communities. (2000). A memorandum on lifelong learning. Lisbon: EC.
  • Council of Europe. (2014). Linguistic Integration of adult migrants: Final Report on the 3rd Council of Europe Survey. Language Policy Unit: Strasbourg. Project LIAM. Retrieved 12 November 2015from https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802fc1ce
  • Duffy, & Frere-Smith. (2014). Perception and reality. Public attitudes to immigration. Ipsos MORI Social Research Institute. January. Retrieved 10 March 2016 from https://www.ipsos-mori.com/researchpublications/publications/1634/Perceptions-and-Reality-Public-attitudes-to-immigration.aspx
  • Earnest, J., Joyce, A., de Mori, G., & Silvagni, G. (2010). Are universities responding to the needs of students from refugee backgrounds? Australian Journal of Education, 54(2), 155–174.
  • Etzioni, A. (2007). Citizenship tests: A comparative, communitarian perspective. The Political Quarterly, 73(3), 353–363.
  • European Commission. (2011). European agenda for the integration of third-country nationals. Communication From The Commission To The European Parliament, The Council, The European Economic And Social Committee And The Committee Of The Regions, Brussels. Retrieved on 7 September 2015 from ec.europa.eu/dgs/home-affairs/news/intro/docs/110720/1_en_act_part1_v10.pdf
  • European Commission. (2015). ‘Fact sheet: Tackling radicalisation through education and youth action’, Retrieved 8 September, 2017, from ec.europa.eu/programmes/erasmus-plus/sites/…/files/…/fact-sheet-post-paris_en.pdf
  • Frawley, J., Nolan, M., & White, N. (Eds.). (2009). Indigenous issues in Australian universities: Research, teaching, support. Darwin, NT, Australia: Charles Darwin University Press.
  • Freire, P. (1996). Pedagogy of the oppressed, (M. B. Ramos, Trans.). London,: Penguin.
  • Giroux, H. A. (2011). On critical pedagogy. Critical pedagogy today series. London: Bloomsbury.
  • Grzymala-Kazlowska, A., & Phillimore, J. (2018). Introduction: Rethinking integration. New perspectives on adaptation and settlement in the era of super-diversity. Journal of Ethnic and Migration Studies,44(2), 179-196 .
  • Guo, S., & Shan, H. (2013). The politics of recognition: Critical discourse analysis of recent PLAR policies for immigrant professionals in Canada. International Journal of Lifelong Education, 32(4), 464–480.
  • Hall, S. (1996). When was ‘the post-colonial’? Thinking at the limit. In I. Chambers & L. Curti (eds), The Postcolonial Question: Common Skies, Divided Horizons (pp. 242–260). London: Routledge.
  • Hall, S., & Back, L. (2009). At home and not at home: Stuart hall in conversation with Les Back. Cultural Studies, 23(4), 658–687.
  • Home Office (2016) Immigration Act 2016, Chapter 19. Retrieved 29 August, 2017, fromhttp://www.legislation.gov.uk/ukpga/2016/19/contents/enacted/data.htm
  • Home Office. (2015). Revised Prevent Duty Guidance: For England and Wales. In Guidance for authorities in England and Wales. Retrieved on 2 July, 2018. https://www.gov.uk/government/publications/prevent-duty-guidance
  • Hooks, B. (1994). Teaching to transgress. London,: Routledge.
  • IOM. (2017). Migration and migrants: A global overview. In IOM (ed.), World Migration Report. Geneva: Author.
  • Ipsos-MORI. (2015). Perils of Perception 2015. Perceptions are not reality: What the world gets wrong. Retrieved on 10 March, 2016, from https://www.ipsos-mori.com/researchpublications/researcharchive/3664/Perils-of-Perception-2015.aspx
  • Jarvis, P. (2013). Learning to be a person -East and West. Comparative Education, 49(1), 4–15.
  • Joppke, C. (2007). Beyond national models: Civic integration policies for immigrants in Western Europe. West European Politics, 30(1), 1–22.
  • Khaleeli, H. (2016) ‘A frenzy of hatred’: How to understand Brexit racism. The Guardian. 29/ 06/2016
  • Kincheloe, J., & Steinberg, S. (2008). Indigenous Knowledges in Education: Complexities, Dangers, and Profound Benefits. In N. K. Denzin, Y. S. Lincoln and L. Tuhiwai Smith (Eds.), Handbook of Critical and Indigenous Methodologies. California: sage
  • Korteweg, A. C. (2017). The failures of ‘immigrant integration’: The gendered racialized production of non-belonging. Migration Studies, 1–17. doi:10.1093/migration/mnx025
  • Martin, I. (2003). Adult education, lifelong learning and citizenship: Some ifs and buts. International Journal of Lifelong Education, 22(6), 566–579.
  • Mojab, S., & Carpenter, S. (2011). Learning by dispossession: Democracy promotion and civic engagement in Iraq and the United States. International Journal of Lifelong Education, 30(4), 549–563.
  • Morrice, L. (2011). Being a refugee: Learning and identity. A longitudinal study of refugees in the uk. Stoke on Trent,: Trentham Books Ltd.
  • Morrice, L. (2013). Refugees in higher education: Boundaries of belonging and recognition, stigma and exclusion. International Journal of Lifelong Education, 32(5), 652–668.
  • Morrice, L. (2017a). British citizenship, gender and migration: The containment of cultural differences and the stratification of belonging. British Journal of Sociology of Education, 38(5), 597–609. http://www.tandfonline.com/doi/full/10.1080/01425692.2015.1131606
  • Morrice, L. (2017b). Cultural values, moral sentiments and the fashioning of gendered migrant identities. Journal of Ethnic and Migration Studies, 43(3), 400–417. doi:10.1080/1369183X.2016.1211005
  • Morrice, L. (2017c). Transnational migration, everyday pedagogies and cultural destabilization. M. Milana, J. Holford, S. Webb, P. Jarvis, & R. Waller (eds..), The Palgrave International Handbook of Adult and Lifelong Education and Learning. (pp. 649–665). Palgrave Macmillan, London. ISBN 9781137557834
  • Ng, R., & Shan, H. (2010). Lifelong learning as ideological practice: An analysis from the perspective of immigrant women in Canada. International Journal of Lifelong Education, 29(2).
  • Nisbett, R. (2005). The Geography of thought. London: Nicholas Brealy.
  • Novelli, M. (2017). Education and countering violent extremism: Western logics from south to north?. Compare: A Journal of Comparative and International Education, 47(6), 1–17.
  • OECD. (2017). G20 global displacement and migration trends report 2017. Retrieved 30 August, 2017, from https://www.oecd.org/g20/topics/employment-and-social-policy/publicationsdocuments
  • Penninx, R., & Garces-Macarenas, B. (2015). The concept of integration: Towards an analytical and policy framework’. In R. Penninx & B. Garces-Macarenas (eds), Integration processes and policies in Europe. Cham: Springer.
  • Phillimore, J. (2012). Implementing integration in the UK: Lessons for integration theory, policy and practice. Policy and Politics, 40(4), P 525–545.
  • Portes, A. (1997). Immigration theory for a new century: Some problems and opportunities. International Migration Review, 31, 799–825.
  • Said, E. W. (1978/2003). Orientalism. London: Penguin.
  • Santos, B. D. S., Nunes, J. A., & Meneses, M. P. (2007). Opening up the canon of knowledge and recognition of difference. In B. D. S. Santos (Ed.), Another knowledge is possible: Beyond northern epistemologies. London: Verso.
  • Santos, B. D. S. (2016a). Epistemologies of the South and the Future. From the European South: a Transdisciplinary Journal of Postcolonial Humanities, 1, 17–29.
  • Santos, B. D. S. (2016b). Epistemologies of the South. Justice against Epistemicide. London: Routledge.
  • Sprung, A. (2013). Adult education in migration societies and the challenge of ‘recognition’ in Austrian and German adult education. Studies in the Education of Adults, 45(1), 82–98.
  • Statistics Canada. (2017). Immigration and ethnocultural diversity: Key results from the 2016 Census. Retrieved 16 April, 2008, from http://www.statcan.gc.ca/daily-quotidien/171025/dq171025b-eng.htm
  • Stein, S., & Andreotti, V. D. O. (2017). Afterword: Provisional pedagogies toward imagining global mobilities otherwise. Curriculum Inquiry, 47(1), 135–146.
  • Sukarieh, M., & Tannock, S. (2015). The deradicalisation of education: Terror, youth and the assault on learning. Race & Class, 57(4), 22–38.
  • Szmagalska-Follis, K. (2011). What is an Economic migrant? Europe’s new borders and the politics of classification. In R. M. Smith (Ed.), Citizenship, Borders, and Human Needs. Philadelphia: University of Pennsylvania Press.
  • UNHCR. (2017 30 August). Figures at a Glance Retrieved from http://www.unhcr.org/uk/figures-at-a-glance.html
  • Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054.
  • Wu, Q. (2015). Re-examining the “Chinese learner”: A case study of mainland Chinese students’ learning experiences at British Universities. High Education, 70(4), 753–766.
  • Zetter, R. (2007). More labels, fewer refugees: Remaking the refugee label in an era of globalization. Journal of Refugee Studies, 20(2), 172–192.
  • Zetter, R., Griffiths, D. J., SIigona, N., & Hauser, M. (2002). Survey on policy and practice related to refugee integration. Conducted by department of planning. Oxford: University of Oxford.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.