Multilingualism and the Brexit referendum

This chapter argues that the (lack of) foreign language skills has contributed to the outcome of the Brexit referendum. Theory suggests that speaking foreign languages reduces perceptions of cultural distance and contributes to the formation of transnational identities. Research also shows a link between language skills and European identity (Kuhn 2015; Díez Medrano 2018). Did Britons’ relative lack of foreign language skills play a role in the Brexit decision? Using matching methods and data from the referendum wave of the British Election Study, it is possible to estimate the effect of foreign language skills on the referendum vote. The results suggest that a significant effect of foreign language skills remains, even when taking into account education, age, gender, income, and region, party preference, and personality differences

The Role of Retinoic Acid in Tolerance and Immunity

Vitamin A elicits a broad array of immune responses through its metabolite, retinoic acid (RA). Recent evidence indicates that loss of RA leads to impaired immunity, whereas excess RA can potentially promote inflammatory disorders. In this review, we discuss recent advances showcasing the crucial contributions of RA to both immunological tolerance and the elicitation of adaptive immune responses. Further, we provide a comprehensive overview of the cell types and factors that control the production of RA and discuss how host perturbations may affect the ability of this metabolite to control tolerance and immunity or to instigate pathology

Writing Veterans' History: A Conversation on the Twentieth Century

This article is a conversation between five specialists of veterans’ history on the current direction of the field and its importance to the study of war and society. The discussants offer an an overview of current methodologies, definitions and historiographical approaches. Concentrating on the experiences of twentieth-century veterans (particularly after 1945) and using a diverse range of case studies from across the world, this article also asks what connections bound veteran communities together, and how we as historians might conceptualise veterans: as a class, as a collective, or as a far looser grouping of individuals? Finally, this article explores what distinguishes veteranhood after 1945 and the evolving relationship between veterans and the memory of conflict

Monitoring nauchnoi zhizni antropologicheskogo soobshchestva (2015 g.)

«Антропологический форум» представляет материалы очередного опроса, который проводится ежегодно с целью мониторинга научной жизни российского антропологического сообщества. Цель опроса — подведение итогов научной жизни и выявление рейтинга наиболее значимых монографий, статей, рецензий и др. В этом году мониторинг приурочен к XI Конгрессу этнографов и антропологов России. Редколлегия журнала обратилась к ученым с просьбой указать те события научной жизни, которые были, с их точки зрения, наиболее значительными за истекшие пять лет и прокомментировать их выбор. В публикации представлены полные тексты присланных ответов

School track and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany, but not their ethnic identity

Although developing a cultural identity is a core task for adolescents from immigrant families and the school is a highly important context in adolescence, to date, few studies have examined whether adolescents with particular cultural identities cluster in certain school contexts. Using data from a representative German sample including 7702 secondary school students of immigrant background from 1643 classrooms, we examined how the attended school track and four aspects of ethnic classroom composition relate to adolescents' cultural identity (i.e., their ethnic identity and mainstream identity). Two‐level structural equation models indicated that students' ethnic identity was not systematically associated with the attended school track and the ethnic composition of the classroom. However, attending the academic school track, a classroom with a low proportion of classmates with immigrant background and frequently using German with classmates related positively to mainstream identity. Ethnic diversity and proportion of co‐ethnics in class did not relate to mainstream identification. Our findings suggest that the ethnic identity of adolescents with an immigrant background in Germany is largely independent from the different socialisation contexts related to school tracks and the ethnic classroom composition. Yet, students' with a strong mainstream identity cluster in certain school contexts.College for Interdisciplinary Educational Research (CIDER)Gemeinnützige Hertie‐Stiftung http://dx.doi.org/10.13039/501100003493Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) http://dx.doi.org/10.13039/501100001659Jacobs Foundation http://dx.doi.org/10.13039/501100003986Peer Reviewe

Unsettling Post-War Settlement: Remembering Unassimilable Families in the Space of the Migrant Camp

Migrant camps were unsettling spaces for newly arrived families in post-war Australia. Post-WWII refugees and assisted migrants arriving from 1947 to the early 1970s labelled these temporary accommodation centres run by the Department of Immigration �camps�. Their ambiguity as spaces of refuge and containment persists in memory. Hundreds of thousands of assisted migrants and refugees passed through these camps, which were established from 1947 and progressively shut down from the late 1960s. This chapter will analyse memories of migrant camps by mothers, sons and daughters. They have grappled with their own contentious and contradictory family histories in the migrant camp and the ongoing legacies of being �received� and temporarily housed in a place of containment and control. As temporary and transient places, migrant camps were never intended to be long-term �homes� for migrant families. However, many families, particularly those with single mothers or with heads of households unable to secure ongoing and full-time work, found themselves living in camps for years. A substantial cohort of post-war migrant children grew up in centres like Benalla in Victoria or Greta in New South Wales. Family life was structured around the restrictions of communal and bureaucratised living�which had many implications for how each family member related to each other and to their new country of settlement. Constraints were also placed on their employment and movements by the Department of Immigration. This paper will tie together competing theories around migrant home-building, family memory and generational memory to argue that the place of the migrant centre has come to feature prominently in the meaning-making practice of family history, particularly for child migrants grappling with unsettled and unsettling family histories. The migrant camp is a difficult heritage place from which to build family memories, especially given the spectre of the camp-as-detention-centre. Nonetheless, many who arrived as children have seen it as their task to rescue these unsettling places of settlement from obscurity and to assert their dark heritage, their place in a more intimate and diverse history of Australian migration, which shines a light on discrimination and complicates public histories of the post-war immigration scheme and settlement