From first-generation guestworkers to second-generation transnationalists: German-born Greeks engage with the 'homeland'

Few studies have been made of the 'return' of the second-generation children of migrants to their parental homeland. In this paper we examine this 'migration chronotope' for German-born children of the Greek labour migrants who moved to Germany in the early postwar decades, initially as 'guestworkers', later becoming more-or-less settled immigrant communities. We focus on two life-stages of return: as young children brought back to Greece for annual holidays or sent back for longer periods, usually to stay with grandparents; and as young adults exercising an independent return, usually leaving their parents (the first generation) behind in Germany. Our source material is twofold: a review of the limited German literature of the 1970s and 1980s on Greek migration to and from Germany; and our own recent field research in Berlin, Athens and Thessaloniki where we interviewed 50 first- and second-generation Greek-Germans, the majority of them second-generation. We find the practice of sending young children back to Greece to have been surprisingly widespread yet little documented. Often such family separations and transnational childhoods were disruptive, both for the family unit and for the individual child. Memories of holiday visits, on the other hand, were much more positive. Independent, adult return to the parental homeland takes place for five main reasons, according to our interview evidence: (i) a dream-like 'search for self' in the 'homeland'; (ii) the attraction of the Greek way of life over the German one; (iii) the actualisation of a 'family narrative of return' inculcated by the parents but carried out only by the adult children; (iv) life-stage triggers such as going to university in Greece, or marrying a Greek; and (v) return as 'escape' from a traumatic event or an oppressive family situation. Yet adapting to the Greek way of life, finding satisfactory employment and achieving a settled self-identity in the Greek homeland were, to a greater or lesser extent, challenging objectives for our research participants, some of whom had become quite disillusioned with Greece and re-identified with their 'German side'. Others, on the other hand, were comfortable with their decision to 'return' to Greece, and were able to manage and reconcile the two elements in their upbringing and residential history. Comparisons are made with other studies of second-generation 'return', notably in the Caribbean

Applying to higher education: comparisons of independent and state schools

This paper reports on research into the ways that schools engage in university application processes. Questionnaire and interview data were collected from 1400 Year 13 students from 18 independent and state schools in England and 15 in-depth interviews were carried out with school teacher higher education (HE) advisors. The analysis compares independent and state schools with respect to: the types of higher education institutions (HEIs) that students applied for; the way the HE application process was managed in their schools; and how teacher advisors explained and managed the processes and outcomes for their students. Informed by Bourdieu's relational sociology, our discussion focuses on how schools in the two sectors mobilise different forms of capital in the competitive processes of university application. We also use the notion of doxa to explore how these micro-institutional processes and teacher advice relate to observed differences between state and independent sector students' HE destinations

International student mobility literature review

To bring their understanding of patterns in students' study and work abroad up to date, HEFCE and the British Council, the UK National Agency for Erasmus, commissioned a review of international student mobility. Professor Russell King and Jill Ahrens of the University of Sussex, and Professor Allan Findlay of the University of Dundee undertook the review which includes new evidence from interviews with staff in higher education institutions (HEIs). A group of several UK stakeholders in international student mobility, including the organisations BUTEX (British Universities Transatlantic Exchange) and HEURO (the Association of UK Higher Education European Officers), and the Department for Business, Innovation and Skills (BIS) oversaw the work. The report brings together recent literature and data on student mobility. It looks at the trends in UK international students' mobility and compares these internationally. It also considers the causal factors for students' choice to spend time abroad, the socio-economic and demographic characteristics of mobile students, and the impact that time abroad has on their employability; and it highlights policy and practice in HEIs in respect of student mobility

ESP For Ecotourism: Discourse Skills,Technology,And Collaboration For Job Contexts

This capstone’s primary aim was to design a companion instructional guide for teachers of English for Specific Purposes for ecotourism professionals in Mexico. It identified gaps left by traditional EFL courses that tend to lack strong connections between language instruction and real-world job requirements for English usage. It looked at curricular reform efforts in other world regions with the intention to innovate ESP instruction in Mexico. Findings include recommendations for student-centered curricula that incorporate multimodal learning activities and authentic contexts for tourism jobs. Multiliteracies pedagogy drove the creation of the instructional guide’s components, which provide support in conducting small-group projects to develop interactive discourse, online research, and digital design skills within communities of practice. The guide includes resources, materials, and instructions to conduct needs analysis, foster mutual support, build collaboration among stakeholders, facilitate situated practice with applied technology, and increase knowledge for cross-cultural communication

Motivations of UK students to study abroad: a survey of school-leavers

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British Students in the United States: motivations, experiences and career aspirations

Twelve years ago, the British educational press, and indeed the mainstream media, were consumed by the story of Laura Spence, a super-bright pupil from a Newcastle comprehensive school who, despite having five straight-As at ‘A level’ (the final secondary school exams), had been refused a place to read Medicine at Oxford after an interview there. General outrage at Oxford’s snobbishness ensued, with politician Gordon Brown, amongst others, weighing in with the criticism that Oxford favored applicants from the UK’s fee-paying independent schools (which include the elite but perversely named ‘public schools’), thereby excluding excellent applicants from state schools like Laura – especially if they come from deprived parts of the country with strong local accents. Laura instead went to the US to Harvard on a funded scholarship, completed her biochemistry degree there and returned to do postgraduate medical training at Cambridge – the other UK university which constitutes the top duo known collectively as ‘Oxbridge’. How typical is Laura’s story? Are there many British students who, as Oxbridge ‘rejects’, or fearful of being turned down for a place at the UK’s two most ancient and prestigious universities, apply abroad to widen their chances of success at other globally recognized institutions? Brooks and Waters (2009a) argue that there are indeed those like Laura who apply to US universities as a ‘second chance at success’; but our research suggests that there are many other explanations of the upward trend in favor of international study. Since the US is the most important destination for people from the UK studying abroad, the findings of this chapter are particularly important in producing a more robust understanding of the key drivers of international student mobility between one advanced economy and another. We suggest that there are some movers for whom study abroad is part of a carefully strategized plan of international career enhancement, while for others it is a product of their class habitus and family networks (see Bourdieu 1977). We would also argue that there are those who are looking for ‘something different’ yet, at the same time, desire a ‘knowable’ destination, familiar to them for example from film and television and without any great linguistic challenge. In the next section we describe our research project and its aims and methods. The main body of the chapter is made up of three sections which correspond to our three key research questions: about motivations for study in the US, about experiences there, and about future career plans. The conclusion emphasises the motivational and strategic nature of UK student migration to the US, targeted especially at universities perceived to be of high international standing. In terms of the link between study abroad and future career plans, fears about a putative British ‘brain drain’ are shown to be largely unfounded, since most students plan to return to the UK

High school students\u27 knowledge of college-level animal science: implications for articulation

The purpose of this study was to determine if high school agricultural education seniors in the Midwest United States possess the knowledge taught in college-level introductory animal science courses. The specific objectives of the study were to: (1) determine the college-level animal science knowledge of high school seniors in the Midwest United States; (2) determine which student characteristics had an effect on the students\u27 scores on the animal science examination and; (3) determine if characteristics of the student\u27s agriculture teacher had an effect on the students\u27 scores on the animal science exam;A 40 question multiple-choice exam covering college entry level animal science courses was utilized to gather data from 348 students from 43 high schools in the Midwest United States. The participants came from the states of Iowa, Illinois, Indiana, Kansas, Minnesota, Michigan, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin. Demographic data was also collected from the students and their agricultural education teachers and was examined for its relationship to the students\u27 achievement on the exam;One-quarter of the students who participated in this study scored at least 70 percent on the animal science knowledge exam. Post high school educational plans and the number of semesters of agricultural education completed by the student were both found to be significantly related to achievement. Living location, level of interest in animal science, experience raising, showing and judging livestock, membership in the FFA and 4-H, and grade point average all had a significant effect on student performance. The only teacher variable found to effect student performance was the number of semesters of animal science the teacher had completed at the college level;This study clearly demonstrated that high school seniors in agricultural education programs that plan to attend a university immediately after graduation have the knowledge taught in entry level college animal science courses. This information should be used to persuade agricultural educators that agricultural articulation agreements between high schools and coLleges of agriculture within universities are needed and should be developed

Building safe and supportive communities

Holistic and student-led approaches increase safety on Linfield’s campuse

Changed by the pandemic

A resurgent interest in public health and a sharper focus on the mental health of those delivering care are among the lasting transformations resulting from a worldwide crisis