Transnational Mobility, Education and Social Positioning between Brazil and Germany

Carnicer, Javier A.; Fürstenau, Sara

doi:10.1007/978-3-030-64235-8_11

Cited by 8 publications

(4 citation statements)

References 12 publications

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“…This kind of international mobility associated with education is held for a strategy of the middle classes, however, migrants from lower socioeconomic backgrounds also follow migratory projects based on educational aspirations and opportunities (Carnicer, 2019 ; Fürstenau, 2019 ). For some of these migrants, particularly in the German case, accessing VET is a means to fulfill their migratory goals and educational aspirations, as well as to support their families and achieve upward mobility (Carnicer and Fürstenau, 2021 ).…”

Section: Transnational Education and Social Networkmentioning

confidence: 99%

Migration and education on social media: what migrants discuss about education in Facebook groups

Gertz

2023

Front. Sociol.

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Drawing from a networked perspective of migration and from the concept of “transnational education,” this paper investigates the education-related topics discussed in Facebook groups among Brazilian migrants in Germany. The paper examines the “latent ties” activated in migrant Facebook groups as part of networks that can be used to collect information about migratory pathways involving educational opportunities. A qualitative content analysis was conducted with 2.297 posts retrieved from six Facebook groups divided into location, vocational education and training (VET), and professional groups. The outcomes point out that there is a demand for transnational education beyond university degrees. Additionally, the paper highlights that latent ties can be used to collect and cross-check information in migratory contexts involving education.

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Section: Transnational Education and Social Networkmentioning

confidence: 99%

Migration and education on social media: what migrants discuss about education in Facebook groups

Gertz

2023

Front. Sociol.

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“…Socio-demographic differentials in mobility take-up also contribute to marginalization among youth. Student mobility may be traditionally associated with the comfortable middle classes frittering away taxpayers' money, but the chapters in Part 2 of this book provided some examples of how movement outside institutional structures, while ostensibly democratic in terms of access, can come at a high personal cost (see, e.g., Toumanidou, 2021), as well as illustrating marked contrasts according to social class within a society through differential consumption of mobility (Carnicer and Fürstenau, 2021). Other dimensions of marginality emerge out of refugee experiences.…”

Section: Malet Calvo 2021)mentioning

confidence: 99%

Mobility at the Margins

Cairns

Calvo

Clemente

2022

The Palgrave Handbook of Youth Mobility and Educational Migration

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“…Emerging research on transnational youth mobility shows that exploring young people's mobility experiences reveals new contexts, relationships, and resources that shape their lives (Fürstenau 2005;van Geel and Mazzucato 2020;Mazzucato and van Geel 2022; see also Fürstenau and Carnicer 2021). The literatures reviewed above that explore important local contexts, relationships, and resources in young people's lives enable me to extend this line of inquiry further, by highlighting hitherto unstudied aspects of migrant youth's mobility to and experiences in the country of origin.…”

Section: Transnational Resources Through Youth Mobility Trajectoriesmentioning

confidence: 97%

“…Fürstenau (2005) shows through interviews with Portuguese-background youth in Germany how they obtain valuable resources like multilingualism and employment opportunities through their mobility between the countries of origin and residence. Carnicer and Fürstenau (2021) use a multi-sited ethnographic approach to reconstruct the opportunities afforded and constraints imposed by different socioeconomic positions in Brazil on the education of young Brazilian migrants in Germany.…”

Section: Transnational Youth Mobilitymentioning

confidence: 99%

Transnational youth mobility trajectories

Ogden¹

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vii T Ta ab bl le e o of f C Co on nt te en nt ts s Acknowledgements v Chapter 1. Introduction 1 1.1. Introduction 3 1.2. Studying the mobility of migrant youth: insights and research gaps 8 1.3. Thesis overview 10 Chapter 2. Conceptualising the mobility of young people with a migration background13 2.1 Introduction 15 2.2 Migrant transnationalism: life here and there 15 2.2.1 Transnational family studies: young people in the country of origin 16 2.2.2 Second-generation transnationalism: young people in the country of residence 17 2.2.3 Second-generation returns: young people between the countries of origin and residence 18 2.3 Mobility: embodied experience and dynamic processes 20 2.3.1 Theoretical innovations 20 2.3.2 Methodological innovations 21 2.4 Conceptualising transnational youth mobility as trajectories 22 2.5 Contexts, relationships, and resources in young people's lives 24 2.5.1 The family and the school: young people and cultural capital 24 2.5.2 The peer network: young people and social capital 25 2.6 Transnational resources through youth mobility trajectories 27 2.7 An analytical framework for the study of youth mobility 27 Chapter 3. Migration, mobility, and education in and between Ghana and Germany 31 3.1 2.3 Mobility: embodied experience and dynamic processes 2.3.1 Theoretical innovations 2.3.2 Methodological innovations 2.4 Conceptualising transnational youth mobility as trajectories 2.5 Contexts, relationships, and resources in young people's lives 2.5.1 The family and the school: young people and cultural capital 2.5.2 The peer network: young people and social capital 2.6 Transnational resources through youth mobility trajectories 2.7 An analytical framework for the study of youth mobility Chapter 3. Migration, mobility, and education in and between Ghana and Germany 3.1 Introduction 3.2 The Ghanaian context 3.2.1 Migration and mobility in Ghanaian society 3.2.2 Education in Ghana 3.2.3 Interlinkages between migration, mobility, and education in Ghana 3.3 The German context 3.3.1 Migration regime in Germany, specifically Hamburg 3.3.2 The education system in Hamburg 3.3.3 Interlinkages between migration, mobility, and education in Hamburg, Germany viii 3.4 The two contexts meet 3.4.1 Ghanaian migration to Germany 3.4.2 The Ghanaian community in Hamburg 3.5 Conclusion Chapter 4. A methodology for studying youth mobility 4.1 Introduction 4.2 Research design 4.2.1 Youth-centric 4.2.2 Multi-sited 4.2.3 Mobility-focused 4.2.4 Collaborative 4.3 Sites and sample 4.3.1 Finding the multi-sited field 4.3.2 Sampling 4.3.3 Sample size and characteristics 4.3.4 Key informants 4.4 Data collection and analysis 4.4.1 Mobile methods 4.4.2 Other methods 4.4.3 Analysis 4.5 Ethics 4.5.1 Informed consent 4.5.2 Positionality 4.5.3 Reciprocity 4.6 Conclusion Chapter 5. Changing relationships to the country of origin through transnational mobility: migrant youth's visits to Ghana 5.1 Introduction 5.2 Migrant youth transnationalism, mobility, and visits to the country of origin 80 5.2.1 Viewing mobility from afar: s...

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Transnational Mobility, Education and Social Positioning between Brazil and Germany

Cited by 8 publications

References 12 publications

Migration and education on social media: what migrants discuss about education in Facebook groups

Migration and education on social media: what migrants discuss about education in Facebook groups

Mobility at the Margins

Transnational youth mobility trajectories

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