Education and Migration
Submission of abstracts: asap
Submission of papers: 15 October 2017
Following upon the special issue "Refugee Crisis: The Borders of Human Mobility" (December, 2016), The Journal of Global Ethics introduces a further special issue concerning the responsibilities for education that pertain to international migration. The Journal of Global Ethics invites scholars and practitioners from the disciplines of education, economics, law, philosophy, political science sociology and other fields to submit articles for review. Migration is driven by climate change, resource scarcity, state failure and other factors. It deeply marks all our everyday lives, it is ever present in the news, and it influences elections around the globe. Migration is hotly debated in politics, and so the ethics of migration is also a topic in contemporary moral and political philosophy. The merits of open vs. closed borders, problems of brain drain and territorial rights are familiar foci, but academic debate has largely neglected the matter of education in a world of transnational migration. Migration includes seasonal work, informal or undocumented migration, guest-worker migration, refugee accommodation, refugee resettlement and non-asylum immigration. Education that pertains to migration may be a concern that applies to migrants entering a nation and their children, but also to those adults and children who are already resident in nations receiving migrants. Topics for this issue include, but are not restricted to:
- Methodological issues about how to justify educational ends and practices: Which ideals, principles or values serve for justifying migration-related education in both receiving and sending countries? For example, should the education of migrants in receiving countries be justified on the basis of (moral or international legal) human rights or other principles of justice, humanity, charity or utility? Should the justification for these educational policies be distinct from or conjoined to other migration-related policy? For example, must the justification of migration-related education take into consideration climate refugee policy or development policy?
- Substantive issues about migration-related education in countries of immigration: What should be the shape of educational programs in societies that receive, or that should receive, migrants? Should educational institutions prepare the next generation to welcome and cohabit with newcomers? Should education cultivate virtues that are conducive to the fulfilment of the obligations of receiving societies to migrants and refugees, and, if so, which virtues? How should the school curriculum address migration? For example, is it desirable that history classes avoid sedentary biases and insist more on the fact that migration has been a continuous feature of human history? In countries with many immigrants arriving from former colonies, how should colonial history be taught? Children of migrants attend educational programs that have been promoted by political representatives that their parents neither elect nor can hold accountable. To what extent, if at all, should adult migrants have a voice in deciding what constitutes a good education for the next generation? What ought to be the aims and purposes of accommodation or integration programs? Should they solely aim at economic integration in order to make sure migrants enjoy decent opportunities to access the job market and contribute to the economy? Or should they pursue more ambitious goals, such as educating migrants for the conception of citizenship that prevails in their country of destination? Is it legitimate to make such programs, which target adults, mandatory? And how should these programs be funded? Which educational policies should formerly colonized countries like Angola adopt in light of so-called reverse migration from formerly colonizing countries like Portugal?
- Substantive issues about migration-related education in countries of emigration: Migration also raises issues for educational institutions within countries of emigration, regardless of whether this involves migration from relatively poor to relatively rich countries or vice versa. Do educational institutions in these countries have an obligation to prepare children and young adults for transnational mobility? For example, should they adapt their educational programs to the labor demands in countries of destination? To what extent should they teach children to accommodate values with which they are not familiar? Migrants may experience conflicting allegiance between their country of origin and their country of destination: how should educational policies and practices address this conflict?
- Distributive issues about how to divide the costs and benefits of migration-related education between countries of emigration and immigration: Who should pay how much for integration programs? Do countries of immigration have such a duty to pay, or should integration be considered charitable treatment, or wise social policy? If such a duty holds, is it a duty of justice or a duty of humanity? Are there distributive justice-based arguments that tell against countries of destination providing education for irregular migrants? Should countries of immigration have a role in supporting educational systems in countries of emigration? If yes, on what grounds do they have this duty?
- Educational issues about migration-related political communication and rhetoric: What economists, sociologists, demographers and lawyers know about migration does not tend to register in the public debate, and popular biases are not easily overturned. How should information about migration be transmitted, and are communications media, as currently structured, adequate to the task? What are the obligations of politicians and public officials with respect to the way they communicate about migration? What are the obligations of academics and journalists with respect to this problem?
The guest editors have supplemented this call for papers with invited contributions from Meira Levinson (Harvard University), Krassimir Stojanov (KU-Eichstätt-Ingolstadt), Carola Suárez-Orozco (UCLA) and Marcelo Suárez-Orozco (UCLA).
Publication is projected for issue 14:2 (2018).
Length: 8000 words excluding tables, references, footnotes, and endnotes.
Manuscripts should be compiled in the following order: title; abstract (200 words); keywords; main text; acknowledgments; references; appendices (if appropriate). Style guidelines: http://www.tandf.co.uk/journals/authors/style/layout/tf_quick1-4.pdf http://www.tandf.co.uk/journals/authors/style/quickref/tf_F.pdf