Education and Migration in an Asian Context (Economics, Law, and Institutions in Asia Pacific)

✍ Scribed by Francis Peddie (editor), Jing Liu (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 197
• Category: Library

✦ Synopsis

This edited book explores the complex and multifaceted connections between education and migration in an Asian context from multiple perspectives. It features studies from China, Japan, India, the Philippines, Thailand, and Timor-Leste and covers diverse migration and education experiences. These experiences encompass internal and international migration and forced displacement, as well as questions surrounding education such as school choice, education provision and training as human capital; education and social inclusion; and student performance in a post-conflict context. By covering a wide range of questions and situations, the original scholarship in this book reveals how human development concerns and higher rates of movement within and outside of Asian countries operate on multiple levels in a globalized world.

✦ Table of Contents

Preface
Contents
Editors and Contributors
About the Editors
Contributors
1 Introduction: Education and Migration in the Asian Context
1.1 Education and Migration in the Asian Context
1.2 Layout of the Volume
References
2 Building Educational Community for Left-Behind Children in Rural China: A Case Study of a Small Rural School in Hubei Province
2.1 Introduction
2.2 Left-Behind Children in China
2.3 Small Rural Schools in China
2.4 Research Method
2.5 Findings
2.5.1 Building Collegiality
2.5.2 Joint Curriculum Development
2.5.3 Collaboration with Guardians
2.5.4 Collaboration with Social Groups and the Private Sector
2.5.5 Challenges
2.6 Discussion and Conclusion
References
3 Migration and Human Capital: Education and Training Considerations Among International Labor Migrants, Municipality of Rizal, the Philippines
3.1 International Labor Migration and the Question of Motivation
3.2 Beyond Wages: ILM and Human Capital
3.3 Understanding Motivations for ILM
3.4 ILM in the Filipino Context
3.5 Research Site and Methodology
3.6 Findings
3.6.1 Supporting the Family: Evidence from RS 1 and 2
3.6.2 The Tenuous Links Between Human Capital Gains and ILM
3.6.3 Exploring Motivations and Potential Remittance Use, RS 3
3.7 Proposing a Motivation Hierarchy Model Based on Conclusions from the Fieldwork Data
References
4 Migration and Settlement of First-Generation Japanese–Peruvians and the Educational Challenges of Second-Generation Nikkei in Japan
4.1 Introduction
4.1.1 Research Methodology
4.2 Nikkei Peruvian Migration to Japan
4.2.1 Unemployment
4.2.2 Poverty and Inequality
4.2.3 Remittances
4.3 First-Generation Nikkei Peruvians in Japan and the Global Financial Crisis
4.3.1 Educational Background
4.3.2 Networking
4.3.3 Wages
4.3.4 Unemployment Insurance
4.4 Second-Generation Nikkei Peruvians in Japan
4.4.1 Educational Situation After the Financial Crisis (2014–15)
4.4.2 Second-Generation Issues in Japan: Interviews 2014–15
4.5 Conclusion
References
5 Going Home to Learn: Educational Journeys of Children in Filipino Transnational Families in Japan
5.1 Introduction
5.2 Mobilities of Children
5.3 Methodology
5.4 Public Discourse and the Importance of Education in the Philippines
5.5 Living and Learning on the Margins of Japanese Society
5.5.1 Education for ‘Foreign’ Children
5.5.2 Schooling Experiences in Japan
5.5.3 Going Home for Better Schooling
5.6 Future Prospects/Outcomes
5.7 Conclusion
References
6 Optimizing the Benefits from Schooling: School-Switching Behavior Among Return Migrants in India
6.1 Introduction
6.2 Navigating Local Primary and Secondary Schooling Options
6.3 Data and Methods
6.3.1 Participants
6.4 Findings: School Switching Among Return Migrants
6.4.1 Initial Schooling Choices: Enacting the Comfort and Accommodation Parenting Logic
6.4.2 Switching Schools: Adoption of a Future-Oriented, Capital-Intensive Parenting Logic
6.4.3 School Stayers: Understanding Parents’ Non-switching Behavior
6.5 Conclusion
References
7 Reconsidering Inclusive Migrant Education: The Case of Burmese Migrant Youth in Thailand
7.1 Introduction
7.2 The Circumstance of Myanmar Migrant Students in Mae Sot
7.2.1 School Enrollment of Burmese Migrant Children in Thailand
7.3 Existing Discussions on Migrant Education and the Case Studies of Thailand
7.3.1 International Migration and Migrant Youth Education
7.3.2 Social Inclusion and Inclusive Migrant Education
7.3.3 Integration and Assimilation Approach
7.3.4 Education for Burmese Migrant Youth in Thailand
7.4 Case Selection
7.4.1 Selected Schools of Participation
7.4.2 Characteristics of the Selected Schools
7.4.3 Student Participants
7.4.4 Ethics Statement
7.5 Key Findings
7.5.1 Student Profile
7.5.2 Reasons for Attending MLCs
7.6 Conclusion, Implications and Limitations
7.6.1 Conclusion
7.6.2 Implications: Rethinking Inclusive Migrant Education
7.6.3 Research Limitation
References
8 Impact of Armed Conflict on Education in Timor-Leste
8.1 Introduction
8.2 The Conflict in Timor-Leste from an International Perspective
8.3 Impact of Foreign Governance Policy and Timor-Leste Independence on Education in Timor-Leste
8.3.1 The Impact of Governance Policy on the Spread of Education During Portuguese Rule
8.3.2 The Impact of Governance Policy and Conflict on Educational Results Under Indonesian Rule
8.3.3 Short-Term Impact of Conflict on Education Quality During Timor-Leste’s Independence
8.3.4 Educational Policy and the Situation After Timor-Leste’s Independence
8.4 Impact of Students’ Experiences of Conflict on Educational Outcomes in Timor-Leste
8.4.1 Analytical Framework
8.4.2 Data
8.4.3 Variables
8.4.4 Identification Strategy
8.4.5 Estimation Results and Discussion
8.5 Conclusion
References
9 Conclusion: Linking Education and Migration in the Asian Context
References