‘I was lucky to be a bilingual kid, and that makes me who I am:’ the role of transnationalism in identity issues

Exploring Ghanaian male immigrants' transnational dating practices within the integration‐transnationalism matrix

“…These findings affirm the assertion that contemporary immigrants do not sever ties with their homeland, but concurrently engage with their homeland and “elsewhere” through transnational engagements. Even though the scholarship on transnationalism has received scholarly attention since the 1990s—with studies on transnational families (see; Mazzucato and Schans 2011; Mazzucato et al 2015; Poeze 2019; Cebotari and Dito 2021), transnational entrepreneurship (see, Bagwell 2015; Kloosterman et al 2016; Nkrumah 2018; Honig 2020), transnationalism and identity formation (see Gilmartin 2008; Vázquez et al 2018), and transnationalism and political participation (see Itzigsohn 2000; Bauböck 2003; Boccagni et al 2016), among others—the phenomenon of transnational dating is underexplored. The current study addresses that gap and explores the role of integration and transnational engagements in influencing Ghanaian male immigrants' transnational dating behaviours.…”

“…From an exploratory research perspective, it is imperative to gain an insight into this ubiquitous phenomenon of transnational dating, which has received less scholarly attention in the migration and transnationalism literature. This is critical because, unlike other components of immigrants' transnational engagements which have received much scholarly attention—such as transnational families (see, Bryceson and Vuorela 2002; Mazzucato and Schans 2011; Mazzucato et al 2015; Poeze 2019; Cebotari and Dito 2021), transnational entrepreneurship (see, Bagwell 2015; Kloosterman et al 2016; Nkrumah 2018; Honig 2020), transnationalism and identity formation (see, Gilmartin 2008; Vázquez et al 2018), transnationalism and political participation (see, Itzigsohn 2000; Bauböck 2003; Boccagni et al 2016)—the phenomenon of transnational dating is understudied. Additionally, the current study goes beyond focusing solely on dating practices that are territorial in nature, which to date dominates in the literature on dating, to include dating practices that transcend international borders.…”

Stories of Teachers’ Identity: Between Personal and Professional Experience

“…For EFL teachers, transnationalism seems to have been paramount to enacting identities. For example, in the life stories of teachers who have experienced migration moves between Mexico and the U.S., while living in the U.S., a teacher seemed to be well aware that it was important to preserve his Spanish language; when he decided to leave the U.S., he made an effort to maintain social, cultural, and linguistic connections with the U.S. to preserve the transnational identity he had constructed as a result of his passages in both contexts (Mora Vázquez et al, 2018). Also, the subject and content of instruction, the methods and approaches to teaching, and the students and specific context in which one teaches are important factors influencing teacher identity (Pennington & Richards, 2016).…”

Experiencias educativas y de vida de migrantes de retorno: ¿Una creciente generación de maestros de inglés en México?

“…De manera similar a las diferencias vividas por los migrantes de retorno y su adaptación al entorno físico y humano en México, las experiencias de (re)inserción al sistema educativo público mexicano son variadas. Algunos autores dan cuenta sobre los niños que regresan a México a continuar sus estudios de primaria (Borjian, Muñoz, Van Dijk, & Houde, 2016), otros se han enfocado en los que regresa en una edad universitaria, y se preparan para ser profesores de inglés (Christiansen, Trejo, & Mora, 2017, Frausto, 2017Menard-Warwick, 2008;Mora, Trejo & Mora-Pablo, 2018;Núñez, 2019); y otros más se han centrado en los aspectos sociales y los retos que enfrentan a nivel social (Sánchez, 2009;Vila, 2016). Durante el análisis de los datos recolectados a través de las autobiografías y las entrevistas con los participantes, se hizo evidente que, aunque hay similitudes en cuanto a ciertas experiencias de reinserción, también hay grandes diferencias en varios aspectos del proceso.…”