Youth return migration (US-Mexico): Students’ citizenship in Mexican schools

Despagne, Colette; Manzano-Munguía, María Cristina

doi:10.1016/j.childyouth.2019.104652

Cited by 4 publications

(4 citation statements)

References 21 publications

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“…However, locating agency (subject + verb) in discourse analysis is time-consuming because most recent studies tended to use qualitative methods to identify subjects and verbs manually and separately in discourses or data; for example, content analysis (Lee, 2020); interview (Landi, 2019;Martin, 2016); narrative inquiries (Despagne & Manzano-Munguía, 2020); multimodal analysis (Scardigno et al, 2021); manually counted frequency (Wahyuningsih, 2018); and observations (Martin, 2016). Nevertheless, little research (Formanowicz et al, 2017) has utilized corpus linguistics to quickly help retrieve agency in discourse or data.…”

Section: Background Of Framework Of Syntactic Corpus Analysis For Age...mentioning

confidence: 99%

An Analysis of Agency in Thai Education Policy: A Corpus- Driven Approach

Satienchayakorn,

Jimarkon

2024

rEFLections

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The most important skill in modern education is critical thinking and its necessary elements are agencies and voices which are force, ability, or power to make decisions or changes. Despite numerous efforts to increase Thai students’ critical thinking skills, their ability to construct social and academic arguments is still far too weak. In addition, while these efforts mainly focus on students’ critical thinking skills, little attention has been given to other education stakeholders such as education, institutions, schools, and teachers which potentially provide room for teachers and students to be critical. In this study, we investigated the ideological indexation of education stakeholders in a series of Thai educational policies (TEPs) years 2016-2018 from the Ministry of Education, Thailand. In TEPs, we utilized the corpus linguistic frequency function to locate the possible stakeholders and applied the framework of syntactic corpus analysis for agency identification (FO-SCAAI) to lexically elicit their agencies and voices which are important elements in modern education. The findings revealed an understanding of the representation of varying degrees of education stakeholders’ agencies in TEPs. The implications of this study will lead to the realization that education stakeholders lack agencies and voices. We hope that upon realizing their lack of agency, the involved parties will make changes by providing more agencies to education stakeholders through modern education in Thai education policies.

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Section: Background Of Framework Of Syntactic Corpus Analysis For Age...mentioning

confidence: 99%

An Analysis of Agency in Thai Education Policy: A Corpus- Driven Approach

Satienchayakorn,

Jimarkon

2024

rEFLections

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“…Although we do not analyse child returnees, this type of return is worth mentioning as it further demonstrates the variation of return experiences in different life stages. Children return when families return (Despagne & Manzano-Munguía, 2020;Hernández-Léon & Zúñiga, 2016;Vathi, 2016). Parents may also justify their return as conducted for the sake of their children-for them to benefit from better educational or professional prospects (Hernández-Léon & Zúñiga, 2016;Lee, 2016), to be in a safer environment, or enjoy an "innocent childhood" (Ní Laoíre, 2011).…”

Section: Perspectives On Return Experiences Positionality and Agementioning

confidence: 99%

“…They go to school in a new country and lose their former friends (Vathi, 2016), as well as the material comforts to which they were accustomed (Cena et al, 2017). School systems usually do not provide for the needs of returned children (Despagne & Manzano-Munguía, 2020), who have to instead adapt to the existing curricula, while their extra abilities-such as bilingualism-go unrecognized (Despagne & Manzano-Munguía, 2020;Hernández-Léon & Zúñiga, 2016;Vathi et al, 2016). Not all cases display difficulties though: Sometimes youngsters may consider returning as an opportunity to explore their cultural identities or gain maturity (Lee, 2016).…”

Section: Perspectives On Return Experiences Positionality and Agementioning

confidence: 99%

A Generational Divide? Coping With Ethnic Prejudice and Inequality Among Romanian Roma Transnational Returnees

Anghel

Fosztó²

2022

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Roma people are likely Europe’s most discriminated and marginalized minority. In the past years, increasing attention has been paid to their migration to Western Europe and their limited social mobility in their countries of destination. Our article focuses on the “post‐return” experiences of Roma and the changes generated by return migration in their communities of origin, a topic largely neglected so far. We build on recent debates around post‐return positionality, asking how adult and old Roma returnees experience return. We thus contribute to the growing literature on return migration and lifecourse that distinguishes between the return migration of children and youth, that of adults, and that of older migrants. Focusing on Roma returnees, we employ an understanding of migration not just as a means of generating resources, but also as a learning process where the Roma population acquires new ideas and a sense of agency and dignity. Informed by long‐term fieldwork in ethnically mixed localities in Romania (including participant observation and 76 semi‐structured interviews), we inquire into the ethnic relations and negotiations between Roma and non‐Roma populations. Migration results in a weakening of the economic dependency of the Roma on the non‐Roma. In this new context, which is still marred by ethnic prejudice and inequality, we analysed how local interethnic relations were reshaped by the returned Roma’s new consumption practices, new modes of communication, and new claims for equality. While adult Roma tend to demand equality and decent treatment, setting in motion a process of ethnic change, older returned Roma tend to maintain more submissive practices.

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“…Although adults often come back on a voluntary basis, their children's desires are not taken into consideration and are forced to return and face a new life in a country they barely know. Despagne & Manzano (2020) claim that one of the main reasons that lead school-age children to move to Mexico is that their parents have been deported. Some of these children had been born in Mexico, integrated into the national education system, and then migrated with their parents to the United States in search of better life prospects.…”

Section: Mexican Returnees and Transnational Studentsmentioning

confidence: 99%

Education, Human Rights and Return Migration in Mexico: The case of the state of Hidalgo Authors

Velázquez

Alfaro-Ponce²

2022

DSE

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Return migration has acquired relevance among scholars in Mexico, a fact attributable to a historical increase in migration dynamics, particularly with the United States. In the last few years, the issue of Mexican returnees has severely intensified as a result of restrictive immigration policies in the receiving countries. This paper aims to explore the problem faced by Mexican returnees when they try to access the national education system through the lens of transnational migration, first by discussing the available literature on return migration in Mexico and then through a qualitative approach based on a documental review of public policies in Mexico and in the state of Hidalgo aimed towards educational inclusion. Finally, our findings suggest that Mexican authorities have deployed a number of merely palliative policies that so far have not achieved their aims.

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Youth return migration (US-Mexico): Students’ citizenship in Mexican schools

Cited by 4 publications

References 21 publications

An Analysis of Agency in Thai Education Policy: A Corpus- Driven Approach

An Analysis of Agency in Thai Education Policy: A Corpus- Driven Approach

A Generational Divide? Coping With Ethnic Prejudice and Inequality Among Romanian Roma Transnational Returnees

Education, Human Rights and Return Migration in Mexico: The case of the state of Hidalgo Authors

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