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This book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated in negotiating their identities and more appreciative of their hybrid selves. Kanno analyzes how educational institutions both in their host and home countries, societal recognition or devaluation of bilingualism, and the students' own maturation contributed to shaping and transforming their identities over time. Using narrative inquiry and communities of practice as a theoretical framework, she argues that it is possible for bilingual individuals to learn to strike a balance between two languages and cultures. Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds: *is a longitudinal study of bilingual and bicultural identities--unlike most studies of bilingual learners, this book follows the same bilingual youths from adolescence to young adulthood; *documents student perspectives--redressing the neglect of student voice in much educational research, and offering educators an understanding of what the experience of learning English and becoming bilingual and bicultural looks like from the students' point of view; and *contributes to the study of language, culture, and identity by demonstrating that for bilingual individuals, identity is not a simple choice of one language and culture but an ongoing balancing act of multiple languages and cultures. This book will interest researchers, educators, and graduate students who are concerned with the education and personal growth of bilingual learners, and will

This edited contribution explores strategies and measures for leveraging the potential of skilled diasporas and for advancing knowledge-based evidence on return skilled migration and its impact on development. By taking the example of Indian skilled migration, this study identifies ways of involving returned skilled migrants in home country development as well as proposes approaches to engage the diaspora in development. As high-skill immigration from India to mainland Europe is a rather recent phenomenon, the activities of Indian professionals in Europe are under-researched. The findings have wider application in contributing to the policy dialogue on migration and development, specifically to the advantage for developing and emerging economies. The book employs an interdisciplinary, two-fold approach: The first part of the research looks at how international exposure affects the current situation of skilled returnees in India. The second, European, part of the research examines migration policies, labour market regulations and other institutional settings that enable or hinder skilled Indians' links with the country of origin. Structural differences between the host countries may facilitate different levels of learning opportunities; thus, this book identifies good practices to promote the involvement of Indian skilled diaspora in socio-economic development. In applying the framework of diaspora contributions as well as the return channel to study the impact on India, the book draws on qualitative and quantitative research methods consisting of policy analysis, in-depth interviews with key experts and skilled migrants and on data sets collected specifically for this study.

Since 1989, large numbers of \"ethnic returnees\" have settled in Germany and Japan. After the fall of the Berlin Wall in 1989, 2.8 million Aussiedler, or ethnic German returnees, came to Germany from the former Soviet Union.1 In Japan, immigration reform driven by low-skill labor shortages induced nearly 300,000 Nikkeijin, or people of Japanese descent, to come from South America in the 1990s. This article analyzes the development of language education at the local and national level for the Aussiedler and Nikkeijin since 1989. In particular, we investigate how the policy makers and educators have problematized the returnees and in what ways discourses of national identity, citizenship, and belonging have (not) adapted to the slow integrations of the Aussiedler and Nikkeijin into the larger German and Japanese communities. (DIPF/Orig.).

Caribbean migration to Britain brought many new things - new musics, new foods, new styles. It brought new ways of thinking too. This lively, innovative book explores the intellectual ideas which the West Indians brought with them to Britain. It shows that for more than a century West Indians living in Britain developed a dazzling intellectual critique of the codes of Imperial Britain. This is the first comprehensive discussion of the major Caribbean thinkers who came to live in twentieth-century Britain. Chapters discuss the influence of, amongst others, C. L. R. James, Una Marson, George Lamming, Jean Rhys, Claude McKay and V. S. Naipaul. The contributors to this fascinating volume draw from many different disciplines to bring alive the thought and personalities of the figures they discuss, providing a dramatic picture of intellectual developments in Britain from which we can still learn much. A lucid introduction argues that the recovery of this Caribbean past, on the home-territory of Britain itself, reveals much about the prospects of multiracial Britain. Written in an accessible manner, undergraduates and general readers interested in relations between the Caribbean and Britain, imperial history, literature, cultural and black studies will all find much of interest in this collection.

This report presents the first multi-dimensional comparative analysis of two large groups of the world ' s displaced populations: resettlers uprooted by development and refugees fleeing military conflicts or natural calamities. The book ' s co-authors--academics and practitioners from both fields--have joined up to explore common central issues: the condition of being \" displaced, \" the risks of impoverishment and destitution, the rights and entitlements of those uprooted and, most important, the means of reconstruction of their livelihood. Part 1 sets the stage for the following sections. Part 2 discusses landlessness and strategies for land-based relocation, or alternatives when land is unavailable. Part 3 explores joblessness and reemployment options for resettlers in China and the productive reintegration of a group of resettled brickmakers in Argentina. Part 4 focuses on urban resettlement; and provides a detailed discussion of house reconstruction by refugees. Part 5 analyzes some of the processes occurring for both resettlers and refugees, from creeping marginalization of all kinds to social reinclusion. Part 6 analyzes the many facets of food insecurity, hunger, malnutrition, and the struggle of displacees to reestablish a sustainable food basis. Part 7 comprehensively documents the social and economic complexities of losing, maintaining, or regaining access to natural resources commonly held. Part 8 brings together the many strands that have been previously addressed.

Aktuellen Erhebungen zufolge besitzt Deutschland den höchsten \"turnover\" der Migrantenpopulation unter klassischen und neuen Zuwanderungsländern. Der Autor erörtert in seinem Beitrag die Bildungssituation von Kindern im Kontext zirkulärer Migration und transnationaler Mobilität. Dabei werden verschiedene familiäre Migrationssituationen unterschieden: die gemeinsame Migration einer Familie, eine Migration der Eltern bei gleichzeitigem Verbleib der Kinder im Herkunftsland und eine Rückkehr ins Herkunftsland nach zeitweiliger Migration. Der Autor arbeitet die jeweilige Bildungssituation und die Bildungsbedürfnisse dieser Kinder heraus und benennt Desiderate in der schulpädagogischen Forschung sowie in der institutionellen, curricularen und pädagogisch-didaktischen Gestaltung von Bildungsangeboten. Die vorhandenen Angebote, die den Bedürfnissen der Mit- und Remigrierenden angepasst sind, beschränken sich noch auf bilinguale und Internationale Schulen, deren Besuch vom sozioökonomischen Status der Eltern oder der Zugehörigkeit zu bestimmten Berufsgruppen abhängig sei. In den allgemeinbildenden Schulen seien im Hinblick auf diese Gruppen von Schülerinnen und Schülern insbesondere die muttersprachlichen Angebote noch verbesserungsbedürftig sowie die institutionelle und curriculare Anschlussfähigkeit der jeweiligen Schulsysteme. (DIPF/Orig.). Based on the examination of the current migration policies in the EU and of the educational research on transnationalism, the article takes a closer look at the educational situation of children of circular migrants. It argues that their special educational needs are hardly recognised and not adequately addressed in the current educational policy for 'children from a migration background'. The article proposes to apply a comprehensive approach to the analysis of the educational situation of circular migrants with respect to three categories of children: children who migrate with their parents, nonmigrating children who are left behind in the care of relatives or neighbours while their parents work abroad, and children who return to the educational system of their home country after a mid-term stay abroad. The paper provides a critical overview of the existing educational provision for children of circular migrants and indicates the challenges for educational systems and educational research with regard to school organisation, curriculum and pedagogical support. (DIPF/Orig.).