The social security rights of older international migrants in the European Union

Europe is now home to a significant and diverse population of older international migrants. Social and demographic changes have forced the issue of social security in old age onto the European social policy agenda in the last decade. In spite of an increased interest in the financial well-being of older people, many retired international migrants who are legally resident in the European Union face structured disadvantages. Four linked factors are of particular importance in shaping the pension rights and levels of financial provision available to individual older migrants: migration history, socio-legal status, past relationship to the paid labour market, and location within a particular EU Member State. Building on a typology of older migrants, the paper outlines the ways in which policy at both the European Union and Member State levels serves to diminish rather than enhance the social security rights of certain older international migrants

Young Muslim women's experiences of Islam and physical education in Greece and Britain: a comparative study

Previous research suggests that Muslim women can experience particular problems when taking physical education (PE) lessons, for example with dress codes, mixed-teaching and exercise during Ramadan; and they can face restrictions in extra-curricular activities for cultural and religious reasons. The area is under-researched and there is little evidence of comparative studies that explore similarities and differences in cross-national experiences, which is the aim of this paper. Two studies conducted in Greece and Britain that explored the views of Muslim women on school experiences of physical education are compared. Both studies focused on diaspora communities, Greek Turkish girls and British Asian women, living in predominantly non-Muslim countries. Growing concerns about global divisions between 'Muslims and the West' make this a particularly pertinent study. Qualitative data were collected by interviews with 24 Greek Muslim women, and 20 British Muslim women. \ud <P> \ud Physical education has national curriculum status and a similar rationale in both countries but with different cultures of formality and tradition, which impacted on pupils' experiences. Data suggested that Greek and British groups held positive views towards physical education but were restricted on their participation in extra-curricular activities. For the British women religious identity and consciousness of Islamic requirements were more evident than for the Greek women. Differences in stages of acculturation, historical and socio-cultural contexts contributed to less problematic encounters with physical education for Greek Muslims who appeared more closely assimilated into the dominant culture

Distributional impacts of cash allowances for children: A microsimulation analysis for Russia and Europe

This article analyses programmes of cash allowances for children and compares their effectiveness in combating child poverty in Russia and four European Union (EU) countries representing alternative family policy models – Sweden, Germany, Belgium and the United Kingdom. Using microsimulation models, this article estimates the potential gains if the Russian system were re-designed along the policy parameters of these countries and vice versa. The results confirm that the poverty impact of the programme design is smaller than that of the level of spending. Other conditions being equal, the best distributional outcomes for children are achieved by applying the mix of universal and means-tested child benefits, such as those employed by the United Kingdom and Belgium. At the same time, the Russian design of child allowances does not appear to be less effective in terms of its impact on child poverty when transferred to European countries in place of their current arrangements

Recovering tradition in globalising rural China:Handicraft Birdcages in Da’ou village

This article explores a historic rural craft tradition as the focus of economic development through the valorisation of the local cultural heritage, or culture economy. The case‐study traces the revival of bamboo birdcage making in Da’ou village in Shandong Province, where the craft knowledge of making birdcages once prized by the Chinese imperial court has been passed on through generations and protected from outsiders. Since economic reforms in the 1980s, the birdcage craft has again become the major activity in Da’ou village, responding to new urban market demands, and bringing prosperity. Yet, through a conceptualisation of cultural heritage as a ‘prosaic third space’, the article reveals the dynamics and tensions involved in the incorporation of the birdcage tradition in local economic development strategies and the promotion of e‐commerce and tourism, and the processes of abstraction initiated. As such, it raises questions about the relationship between craft, knowledge and place that resonate beyond China. The research is based on semi‐structured interviews conducted in 2016 with respondents including local leaders, craftspeople, suppliers, and sellers

Swinging open or slamming shut? The implications of China's open-door policy for women, educational choice and work.

This paper explores the link between international tertiary education and evolving attitudes about women and work in China. The paper reviews literature about gender and education in China, commenting on the late-twentieth-century post-reform environment. It goes on to present illustrative primary research material from two studies carried out between 1999 and 2004 with students studying for UK Business degrees in China and the UK. The research data is presented as extracts from oral histories, where participants discuss education and attitudes about work, gender and identity. The main conclusions are that women in post-reform China have been educationally and socially disadvantaged compared to men; traditional gender attitudes about women, work and education persist in contemporary China; women are seeking opportunities in international higher education to overcome domestic prejudices; and degree-educated professional women may be developing as a new social class in contemporary Chinese society

Chinese students in a UK business school: hearing the student voice in reflective teaching and learning practice.

This paper presents the outcomes of a study carried out in 2001-2002 with nine postgraduate students from China, enrolled on taught master's programmes in a UK university business school. The aims of the research were to explore the development of the students' orientations to learning during their year of study in the UK, and to explore how the researcher's interactions with the study group contributed to her professional reflections and influenced her academic practice. The main conclusions of the project were that participants' underlying approaches to learning did not change substantially over the year, owing to the culturally implicit nature of UK academic conventions and that they experienced high levels of emotional isolation and loneliness, which affected their academic confidence