Transnational mobility through education: a Bourdieusian insight on life as middle transnationals in Australia and Canada

Soong, Hannah; Stahl, Garth; Shan, Hongxia

doi:10.1080/14767724.2017.1396886

Cited by 26 publications

(18 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, the extent to which mobility is perceived to have been forced onto a person (provision of a potential employment opportunity that is critical to promotion, a strong political motivation to exit), will affect how they potentially struggle to let go of the ties that bind them to "home" or seek to embrace the opportunity to accumulate additional and even new types of resources on which they can later capitalize or in words of Savage et al (2005) develop "elective belonging" (p. 46). Even families who strategically seek out trajectories of mobility may differentially conceptualize the costs and benefits of this for themselves and their children (affected potentially by the ages of the children, the needs of their particular employment sector, their experiences once they have settled in a new geographical space, and the extent to which they experience a habitus clivé (see Soong et al 2017) and thus develop a range of strategies to mitigate against these costs and capitalize on the benefits.…”

Section: The Encroachment Of the Global Middle Classes Within Local Ementioning

confidence: 99%

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Maxwell¹,

Yemini²

2020

The Palgrave Handbook of Citizenship and Education

View full text Add to dashboard Cite

This chapter examines the intersections between a growing "global middle class," their emplacement within national education systems, and subsequent changes within provision of education due to the emergence of this new prominent social group. We begin with an analysis of the discourses that call forth notions of global citizenship and global citizenship educationconcepts often associated with both the experiences and needs of the global middle classes. We then examine how the growing presence of global middle-class students and their families across educational contexts may be shaping the provision of education and potentially altering its intended purposes in some cases. This argument is illustrated by a M. Yemini (*)

show abstract

Section: The Encroachment Of the Global Middle Classes Within Local Ementioning

confidence: 99%

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Maxwell¹,

Yemini²

2020

The Palgrave Handbook of Citizenship and Education

View full text Add to dashboard Cite

show abstract

“…Thus, the extent to which mobility is perceived to have been forced onto a person (provision of a potential employment opportunity that is critical to promotion, a strong political motivation to exit), will affect how they potentially struggle to let go of the ties that bind them to 'home' or seek to embrace the opportunity to accumulate additional and even new types of resources on which they can later capitalise, or in words of Savage, Bagnall and Longhurst (2004) develop'elective belonging' (p.46). Even families who strategically seek out trajectories of mobility may differentially conceptualize the costs and benefits of this for themselves and their children (affected potentially by the ages of the children, the needs of their particular employment sector, their experiences once they have settled in a new geographical space, and the extent to which they experience a habitus clivé -see Soong, Stahl, & Shan, 2017) and thus develop a range of strategies to mitigate against these costs and capitalise on the benefits.…”

Section: The Encroachment Of the Global Middle Classes Within Local Ementioning

confidence: 99%

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Yemini¹,

Maxwell²

2018

The Palgrave Handbook of Citizenship and Education

View full text Add to dashboard Cite

This chapter examines the intersections between a growing 'global middle class', their emplacement within national education systems and subsequent changes within provision of education due to the emergence of this new prominent social group. We begin with an analysis of the discourses that call forth notions of global citizenship and global citizenship education-concepts often associated with both the experiences and needs of the global middle classes. We then examine how the growing presence of global middle class students and their families across educational contexts may be shaping the provision of education and potentially altering its intended purposes in some cases. This argument is illustrated by a discussion focusing on the increasing prominence of International Baccalaureate programs worldwide, the integration of cosmopolitan values in local curricula, and a consideration of how mobilities reshape the imaginaries of future destinations.

show abstract

“…Habitus, as a socialised subjectivity, is a product of embodied social practices and is considered as a tool for helping transnationals to mediate change within a foreign field (e.g. Soong et al, 2018). Exploring experiences of transnationalism for these teachers, I argue, requires tools to theorise how they negotiate their subjectivities in and between the transnational fields.…”

Section: Considering Education For Democracy Through a Transnational mentioning

confidence: 99%

“…Exploring experiences of transnationalism for these teachers, I argue, requires tools to theorise how they negotiate their subjectivities in and between the transnational fields. However, much is still unknown how individuals mediate sociocultural complications, and when their personal and professional identities are working against them in the new social field (Soong et al, 2018). This is where I have previously drawn on what Guarnizo (1997) calls a ‘transnational habitus’ to explore the experiences of a group of Western transnational teachers teaching in elite international schools in Shanghai (Soong and Stahl, forthcoming).…”

Section: Considering Education For Democracy Through a Transnational mentioning

confidence: 99%

Transnational teachers in Australian schools: Implications for democratic education

Soong

2018

Global Studies of Childhood

Self Cite

View full text Add to dashboard Cite

While current debates on education for children from migrant background often focus on the prevailing problems of self-segregation and racialisation in Australian education, I take my point of departure from such perspectives to ask how the evolution of a burgeoning mobile teacher, who operates on a global scale, can matter to the distribution of educational opportunity and shape of democratic education outcomes for both domestic and overseas-born children. Consistent with the Special Issue, this article seeks to open a space for further research, to ask some old and some new questions about teaching for democracy. To examine how democracy can be fully realised in and through education, this article moves beyond problematising the dangers posed by globalised neoliberal school reform to attend to the cross-border flows of culturally and ethnically diverse transnational teachers in Australian schools. The article has two foci: first, it explores the role 'transnational teachers' have in education for democracy by understanding their place in the relations between education and access to sociocultural opportunities. Second, the article deploys a Deweyan approach to democracy and education, to argue for an education that is embedded in contexts, beyond than a locality, to incorporate sustained cross-border relationships and patterns of teachers' social formation. Finally, the article details key pedagogical considerations for democratic education, moving beyond largely Eurocentric practices to include aspects such as generating diversity, cultivating transnational civic engagement, and advancing transnational aspirations of both teachers and students shaped by processes of globalisation.

show abstract

Transnational mobility through education: a Bourdieusian insight on life as middle transnationals in Australia and Canada

Cited by 26 publications

References 32 publications

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Transnational teachers in Australian schools: Implications for democratic education

Contact Info

Product

Resources

About