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International Handbook of Migration, Minorities and Education

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Table of Contents

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    Book Overview
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    Chapter 1 Migration, Minorities, and Learning—Understanding Cultural and Social Differences in Education
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    Chapter 2 Movements and Migratory Processes: Roles and Responsibilities of Education and Learning
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    Chapter 3 Understanding Cultural Differences as Social Limits to Learning: Migration Theory, Culture and Young Migrants
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    Chapter 4 Beyond Limits and Limitations: Reflections on Learning Processes in Contexts of Migration and Young People
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    Chapter 5 The Concept of Ethnicity and its Relevance for Biographical Learning
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    Chapter 6 “No Place. Nowhere” for Migrants’ Subjectivity!?
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    Chapter 7 Learning to Live Together—Towards a New Integration Society
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    Chapter 8 Opportunities of Managing Diversity in Local Educational Programs
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    Chapter 9 Family Child-Raising and Educational Strategies Among European Mixed Couples
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    Chapter 10 Opening a Gate to Citizenship: Media for Migrants
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    Chapter 11 Living in Different Worlds and Learning All About It: Migration Narratives in Perspective
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    Chapter 12 Early Childhood Education in Multilingual Settings
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    Chapter 13 Migration, Minorities, and Learning: Understanding Cultural and Social Differences in Education
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    Chapter 14 The State, Official-Language Education, and Minorities: Estonian-Language Instruction for Estonia’s Russian-Speakers and the Võro
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    Chapter 15 The Inuit Qaujimajatuqangit Conversation: The Language and Culture of Schooling in the Nunavut Territory of Canada
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    Chapter 16 Ambivalence: Minority Parents Positioning When Facing School Choices
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    Chapter 17 Social Change and Minority Education: A Sociological and Social Historical View on Minority Education in Croatia
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    Chapter 18 Reimagining Home in Alberta’s Francophone Communities
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    Chapter 19 New School, New System: The Experiences of Immigrant Students in Irish Schools
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    Chapter 20 Beyond Cultural Differences: Understanding and Negotiating the Conflict Between Chinese Immigrant Parents and Canadian Teachers
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    Chapter 21 Introduction: Heterogeneity, Belonging and Learning in Schools
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    Chapter 22 Dealing with Diversity and Social Heterogeneity: Ambivalences, Challenges and Pitfalls for Pedagogical Activity
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    Chapter 23 A Learning Curve: The Education of Immigrants in Newcastle-upon-Tyne and Bremen from the 1960s to the 1980s
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    Chapter 24 School Policies, Gender-Sex-Sexuality and Ethnocultural Re-production in Sweden, Canada, and Germany
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    Chapter 25 Effects of the Head Start Program in the USA as Indicators of Ethnic Inequalities
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    Chapter 26 Project-Based Learning to Enhance Recognition and Acceptance of Cultural Diversity in the Elementary School
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    Chapter 27 School Performance of Children of Indian and Cape Verdean Immigrants in Basic Schooling in Portugal
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    Chapter 28 Migration, Educational Policies, and Practices: Constructing Difference in Buenos Aires and in Madrid
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    Chapter 29 Introduction: Higher Education
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    Chapter 30 Encountering An-Other: The Culture of Curriculum and Inclusive Pedagogies
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    Chapter 31 Possible Selves and Goal Orientations of East-African Undergraduate Students in the United States
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    Chapter 32 A Passport to Education: Undocumented Latino University Students Navigating Their Invisible Status
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    Chapter 33 Introduction Part 5: Religion and Learning
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    Chapter 34 Integration by Other Means: Hindu Schooling in the Netherlands
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    Chapter 35 Negotiating the School Curriculum for the Malay Muslims in Singapore
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    Chapter 36 Precarious Religious Liberties in Education: The Salience of Demographic and Social Contingencies Under a Formally Pluralist Public Philosophy
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    Chapter 37 Educational Processes and Ethnicity Among Hindu Migrants
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    Chapter 38 Community, Work and Learning
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    Chapter 39 Multiculturalism in a Deeply Divided Society: The Case of Cyprus
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    Chapter 40 Learning Who They “Really” Are: From Stigmatization to Opportunities to Learn in Greek Romani Education
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    Chapter 41 Learning Difference in the Diaspora—Sharing Sacred Spaces
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    Chapter 42 Deciphering Somali Immigrant Adolescents’ Navigation and Interpretation of Resources Embedded in Social Relationships
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    Chapter 43 Agency and Everyday Knowledge of Filipina Migrants in Dubai, United Arab Emirates
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    Chapter 44 Ethnicized Youth Subcultures and “Informal Learning” in Transitions to Work
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    Chapter 45 “I Am Illiterate. But I Am a Doctor of Capoeira”: Integration of Marginalized Youth in Brazil
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    Chapter 46 Learning Insularity: Social Capital, Social Learning and Staying at Home Among European Youth
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    Chapter 47 Concluding Remarks
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Title
International Handbook of Migration, Minorities and Education
Published by
Springer Netherlands, January 2012
DOI 10.1007/978-94-007-1466-3
ISBNs
978-9-40-071465-6, 978-9-40-071466-3
Authors

Bekerman, Zvi, Geisen, Thomas

Editors

Zvi Bekerman, Thomas Geisen

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 47 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Germany 1 2%
Belgium 1 2%
South Africa 1 2%
Unknown 44 94%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 15 32%
Student > Master 9 19%
Student > Doctoral Student 5 11%
Student > Bachelor 3 6%
Researcher 3 6%
Other 7 15%
Unknown 5 11%
Readers by discipline Count As %
Social Sciences 24 51%
Arts and Humanities 9 19%
Linguistics 3 6%
Psychology 3 6%
Economics, Econometrics and Finance 2 4%
Other 1 2%
Unknown 5 11%