Migration, Education and Translation: Cross-Disciplinary Perspectives on Human Mobility and Cultural Encounters in Education Settings

Description

This multidisciplinary collection examines the connections between education, migration and translation across school and higher education sectors, and a broad range of socio-geographical contexts. Organised around the themes of knowledge, language, mobility, and practice, it brings together studies from around the world to offer a timely critique of existing practices that privilege some ways of knowing and communicating over others. With attention to issues of internationalisation, forced migration, minorities and indigenous education, this volume asks how the dominance of English in education might be challenged, how educational contexts that privilege bi- and multi-lingualism might be re-imagined, what we might learn from existing educational practices that privilege minority or indigenous languages, and how we might exercise ‘linguistic hospitality’ in a world marked by high levels of forced migration and educational mobility. As such, it will appeal to scholars across the social sciences with interests in education, migration and intercultural communication. Cover Half Title Series Page Title Page Copyright Page Dedication Table of Contents List of illustrations List of contributors Foreword by Konai Helu Thaman Series Editor’s Preface Acknowledgements Abbreviations Introduction Note References Part 1: Knowledge 1: Migration and decolonising doctoral education through knowledge translation: Post-monolingual research, human mobility, and encounters with intellectual cultures Introduction Debating languages and knowledge in research Post-monolingual research methodologies face challenges Conclusion References 2: The worlding of words: Post-monolingual education at the Asian University for Women in Chittagong, Bangladesh Introduction Research context Project outline and discussion Conclusions Notes References 3: Translating the International Baccalaureate in different educational contexts: The benefits of and constraints on teachers sharing a common lexicon Intrroduction Context, theory, and method The migration and translations of the PYP Problematic translations of the PYP Discussion Conclusion Acknowledgement References Part 2: Language 4: “I feel more Korean now”: Heritage language learning and identity transformation of a mixed-heritage Korean New Zealander Introduction The study Resistance to embracing her Korean heritage Regret for not learning Korean Development of an interest in Korean and a new identity as a HL learner Growing comfort with the Korean language and a hybrid identity Discussion and conclusion Acknowledgement References 5: “We don’t count you as Polish, you’re just like us now”: Language, integration, and identity for adolescent migrants in Glasgow Intrroduction Methodology Integrative motivation at St. John’s The acquisition of aye Conclusion: Beyond integrative motivation References 6: "With a Little Help from My Friends": Translation, education, and linguistic activism in a context of migration Introduction Migration Language decline Education, translation, and activism Conclusion Notes References Part 3: Mobility 7: English language teaching as a pathway to university employment for native English-speaking migrants to Japan Introduction English language teachers in Japan The study English language teaching outside the university sector as a pathway to employment English language teaching outside the university sector as a “dead-end” Conclusion Notes References 8: "Immigrants of doubtful value": Translating policy discourse about international students in New Zealand Introduction Policy discourse about international students International students as part of soft power International students as economic agents International students as sources of income International students as immigrants of doubtful value Conclusion References 9: Mobilities, pluralities, and neoliberal priorities: Considering the international student perspective to explore tensions in higher education and academic literary practice Monolingual ethos in higher education Problematising monolingual practice in higher education Research exploring academic literacy practice through the views and experiences of international students Conclusion References Part 4: Practice 10: Is there any appetite for “linguistic hospitality” in monolingual educational spaces?: The case for translanguaging in Australian higher education Introduction Learning from linguistic and cultural diversity “Super-diversity” in Australia: Challenges and opportunities Emergent plurilinguals entering secondary schooling in Australia Emergent plurilinguals in tertiary education in Australia Towards new theoretical lenses for multilingual education: A social semiotic perspective of multilingual classrooms Translanguaging and trans-semiotising pedagogies The research Case study 1: Translanguaging as a resource for learning in secondary schools Case study 2: Identifying the need for plurilingual approaches in higher education for CALD migrants and refugees Translanguaging and trans-semiotic approaches: Towards a humanising pedagogy for CALD students in Australian higher education Is there an appetite for “linguistic hospitality” in Australian higher education? Conclusion Notes References 11: Beyond words: Language hybridity in postcolonial multilingual classroom environments: Malta’s way forward Introduction Worldwide migration trends Translanguaging and transglossia Malta’s language history and bilingual situation Malta’s education system Malta’s multilingual classrooms The way forward: Learning for and from Malta Conclusion References 12: Education for Nikkei citizens in pre-war America: Japanese language schools and textbooks in California and Washington Japanese language schools and the compilation of textbooks Japanese language schools in Washington and the textbooks used The compilation process and the contents of California Japanese Readers Characteristics of the California Japanese Readers Compilation of other Japanese Readers Conclusion Acknowledgement References 13: Rights, resources, and relationships: A “Three Rs” framework for enhancing the educational resilience of refugee background youth Postsettlement challenges faced by refugee background students How rights, resources, and relationships support educational resilience Translating the Three Rs into practice and policy Structural violence in refugee education: Notes from Aotearoa New Zealand Conclusions References 14: Indigenous pedagogies in practice in universities Introduction Tertiary teaching pedagogies Māori performing arts Enhanced awareness of Indigenous issues Personal growth Enjoyment in learning References Response: Listen to the land’s language: Learn to translate, again Silence in between Halt. Pause. Interrupt. Silence Listen to the land Listen to the river; let the language fall Gather round References Index