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Migration, Education and Change

Migration has become increasingly important in Europe with far-reaching

consequences in the political, economic and social spheres, and particu-
larly regarding education. This book discusses educational responses to
immigration in six European countries – France, Germany, Great Britain,
Greece, the Netherlands and Sweden – as well as in Australia from differ-
ent viewpoints.
The multifaceted contributions in this book deal with both the classical
and the more recent forms of migration and investigate their divergent
educational implications regarding key questions such as integration and
cohesion, language education, and multicultural education. An examina-
tion of Australia’s experiences as a ‘classical country of immigration’ con-
tributes to a better understanding of some of the processes experienced in
European countries due to migration.
Another focal point of this collection is the challenges yet to be met.
The following aspects in particular are examined closely: the under-
achievement of students with a migration background in comparison to
the educational norm; the situation of children whose parents are
undocumented migrants and the role of changing patterns in trans-
national migration as regards future developments in education.
The detailed discussion of the history of migration and its impacts on
education in nation states make Migration, Education and Change essential
reading for advanced students and researchers in the fields of education
and migration and those interested in the current discourse on multi-
cultural education.

Sigrid Luchtenberg is Professor in the Faculty of Education at Duisburg-

Essen University, Germany. Her research interests and publications deal
with many aspects of multicultural education including questions of com-
parative, media, bilingual and citizenship education.
Routledge research in education

1 Learning Communities in Education

Edited by John Retallick, Barry Cocklin and Kennece Coombe

2 Teachers and the State

International perspectives
Mike Bottery and Nigel Wright

3 Education and Psychology in Interaction

Working with uncertainty in inter-connected fields
Brahm Norwich

4 Education, Social Justice and Inter-Agency Working

Joined up or fractured policy?
Sheila Riddell and Lyn Tett

5 Markets for Schooling

An economic analysis
Nick Adnett and Peter Davies

6 The Future of Physical Education

Building a new pedagogy
Edited by Anthony Laker

7 Migration, Education and Change

Edited by Sigrid Luchtenberg
Migration, Education and
Change

Edited by Sigrid Luchtenberg

First published 2004
by Routledge
2 Park Square, Milton Park, Abingdon, Oxfordshire OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
29 West 35th Street, New York, NY 10001
Routledge is an imprint of the Taylor & Francis Group
This edition published in the Taylor & Francis e-Library, 2004.
© 2004 Editorial matter and selection, Sigrid Luchtenberg;
individual chapters, the contributors

All rights reserved. No part of this book may be reprinted or

reproduced or utilized in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Migration, education, and change / edited by Sigrid Luchtenberg.
p. cm.
Includes bibliographical references and index.
1. Immigrants–Education. 2. Multicultural education. 3. Emigration
and immigration–Social aspects. I. Luchtenberg, Sigrid, 1946–
LC3715.M54 2004
371.9⬘086⬘912–dc22
2004000326
ISBN 0-203-29976-0 Master e-book ISBN

ISBN 0-203-34032-9 (Adobe eReader Format)

ISBN 0-415-32203-0 (Print Edition)
Contents

List of illustrations vii

List of contributors viii
Foreword xiii
Acknowledgements xvii

1 Introduction 1
SIGRID LUCHTENBERG

2 Transnationalism and migration: new challenges for the

social sciences and education 15
LUDGER PRIES

3 (New forms of) migration: challenges for education 40

SIGRID LUCHTENBERG

4 Collective solidarity and the construction of social

identities in school: a case study on immigrant youths in
post-unification West Berlin 64
SABINE MANNITZ

5 The education of migrants and minorities in Britain 86

SALLY TOMLINSON

6 Discovering the ethnicized school: the case of France 103

FRANÇOISE LORCERIE

7 New migration in Europe: educational changes and

challenges – a perspective from Greece 127
SOULA MITAKIDOU AND GEORGIOS TSIAKALOS
vi Contents
8 European perspectives on immigrant minority languages
at home and at school 140
G U U S E X T R A A N D K U T L A Y Y A Ğ M U R

9 Sweden as a multilingual and multicultural nation: effects

on school and education 167
TORE OTTERUP

10 Australia: educational changes and challenges in response

to multiculturalism, globalization and transnationalism 186
CHRISTINE INGLIS

Index 206
Illustrations

Figures
2.1 Transnational family of Doña Rosa 32
6.1 An analytical framework to study modes and stakes of
ethnicity in educational systems 106
8.1 Outline of the Multilingual Cities Project (MCP) 150

Tables
2.1 Four ideal types of international migrants 16
2.2 Seven figures of internationalization 24–25
8.1 Official numbers of inhabitants of Maghreb and Turkish
origin in 12 EU countries 142
8.2 Population of the Netherlands based on the combined
birth country criterion 143
8.3 Criteria for the definition and identification of population
groups in a multicultural society 145
8.4 Overview of census questions in four multicultural
contexts 146
8.5 Outline of the MCP questionnaire 151
8.6 Overview of the MCP database 152
8.7 Overview of the database in The Hague 153
8.8 Ranking of 21 most frequently reported home languages 154
8.9 Language vitality index per language group, based on
mean value of four language dimensions 156
8.10 Status of CLT in European primary and secondary
education 159
8.11 Hierarchy of languages in secondary education, in
descending order of status (categories 1–6) 160
Contributors

James A. Banks is Russell F. Stark University Professor and Director of the

Center for Multicultural Education at the University of Washington,
Seattle. His books include Teaching Strategies for Ethnic Studies; Educating
Citizens in a Multicultural Society; the Handbook of Research on Multicultural
Education, and Diversity and Citizenship Education: Global Perspectives. Pro-
fessor Banks is a past president of the National Council for the Social
Studies (NCSS) and of the American Educational Research Association
(AERA). He is a member of the Board on Children, Youth and Families
of the National Research Council and the Institute of Medicine of the
National Academy of Sciences. He is also a member of the National
Academy of Education.
Guus Extra studied Applied Linguistics at the University of Nijmegen in
the Netherlands from 1964 to 1970. From 1970 until 1981, he was a
Senior Lecturer at the same university, in the Department of Dutch
Studies and Applied Linguistics. After defending his dissertation on
second language acquisition at Nijmegen University (1978), he was a
postdoctoral fellow at Stanford University (Department of Linguistics)
and at Berkeley (School of Education) in 1978–1979. Since 1981 he has
held the Chair of Language and Minorities in the Faculty of Arts at
Tilburg University. In 1999, he was appointed Director of Babylon,
Center for Studies of Multilingualism in the Multicultural Society, at
Tilburg University. Recent publications include: Extra, G. and Gorter,
D. (eds) (2001) The Other Languages of Europe, Clevedon: Multilingual
Matters and Extra, G., Aarts, R., Avoird, T., Broeder, P. and Yağmur, K.
(2002) De Andere Talen van Nederland, Bussum: Coutinho.
Christine Inglis is Honorary Associate Professor and Director of the Multi-
cultural and Migration Research Centre, University of Sydney. She
obtained her Ph.D. from the London School of Economics. Her
research interests involve migration and ethnic relations. Current
research projects include a study of transnationalism among Turkish,
Hong Kong and Chinese born in Australia, a study of second generation
mobility in Australia. Among her books are Multiculturalism: New Policy
 Contributors ix
Responses to Diversity (1996); Teachers in the Sun: The Impact of Immigrant
Teachers on the Labour Force (1995); ‘Making Something of Myself . . .’ Educa-
tional Attainment and Social and Economic Mobility of Turkish Young People in
Australia (1992).
Françoise Lorcerie is a graduate of the Paris Institute of Political Studies
and of the Paris University of Arts (with the ‘agrégation’, the highest
teaching diploma in France). She has been teaching at various universi-
ties (Paris, Algiers, Aix-en-Provence), and is now a CNRS researcher at
the Institute for Research and Studies in the Arab and Muslim World –
IREMAM (L’Institut de recherches et d’études sur le Monde arabe et
musulman) in Aix-en-Provence. Her main working topic is public
action in European states as challenged by ethnicity and immigrants’
integration, particularly in the educational field. Recently, she has
carried out empirical studies on the connection between French educa-
tional policies and urban policies, and on the dialectics between mod-
ernizing Islam and politicizing Islam in French public debates (notably
the question of changing secularism). She has also redefined intercul-
turalism in this environment and, parallel to this, has concentrated on
elaborating the theory of ethnicity and ethnicization in social sciences
while clarifying the major conceptual connections in the paradigm that
was founded by Max Weber. She is the author of numerous articles and
chapters (in French) in this field of work. Her book L’Ecole et le defi eth-
nique (ed. INRP & ESF, Paris, 2003, with coll.) provides an integrated
presentation of the theory of ethnicity, and various sociological and
normative perspectives on school(s) in France.
Sigrid Luchtenberg has a Ph.D. in German Linguistics and Literature and
habilitated in Multicultural Education. She is Professor in the Faculty of
Education at Duisburg-Essen University, Germany. Her research inter-
ests and publications have always been closely related to German as a
first, second or foreign language, but over the last years multicultural
education, multicultural communication, the multiculturalism dis-
course in the media, and citizenship education in a multicultural
society have become her dominant areas of research. Multicultural edu-
cation is closely connected with her interests in comparative education
(with a focus on Australia, where she has stayed several times as a Visit-
ing Professor at the University of Sydney). Recent publications include
Interkulturelle Kommunikative Kompetenz. Kommunikationsfelder in Schule
und Gesellschaft (Intercultural Communicative Competence), (1999) Wies-
baden: Westdeutscher Verlag; ‘Bilingualism and bilingual education
and its relationship to citizenship from a comparative German–
Australian viewpoint’, Intercultural Education 13: 1, 2002, 49–61; ‘Ethnic
diversity and citizenship education in Germany’, in J. A. Banks (ed.)
Diversity and Citizenship Education: Global Perspectives (2003). San Fran-
cisco: Jossey-Bass/Wiley, 245–271.
x Contributors
Sabine Mannitz (born 1965) is a researcher at the Peace Research Insti-
tute in Frankfurt on Main. She studied ethnology, social anthropology
and political science at the University of Hamburg and the Goethe Uni-
versity of Frankfurt on Main. She specialized in urban anthropology,
migration, and the social construction of identities, and was research
officer at the European University Viadrina of Frankfurt on the Oder
and at the University of Essex, UK. She is author of several articles on
education and migration and the strategies of identification among
post-migration youths in Germany. Her most recent article is to be
found in: Civil Enculturation: Nation-State, School and Ethnic Difference in
Four European Countries, Schiffauer, W., Baumann, G., Kastoryano, R.
and Vertovec, S. (eds) (2004) Oxford and New York: Berghahn Books.
Soula Mitakidou is an Assistant Professor in the Department of Primary
Education at Aristotle University of Thessaloniki, Greece. She received
her BA from the English Department at Aristotle University, her MA in
American Literature from McGill University in Montreal and her Ph.D.
in Education from Aristotle University. She teaches anti-racist educa-
tion, second language acquisition among non-native speakers and liter-
ature-based approaches to language learning. Her teaching experience
covers a wide age range from preschool to graduate school students,
and she has worked extensively with teachers in in-service workshops.
Her recent publications and presentations focus on many aspects of
diversity including integrated instructional strategies and marginalized
learners. She is the co-author of the books Mr. Semolina-Semolinus: A
Greek Folktale (New York: Atheneum Books for Young Readers, 1997)
and the book Folktales from Greece: A Treasury of Delights (Greenwood,
Colorado: Libraries Unlimited, 2002), both in English. She also co-
authored the book Teaching Language and Mathematics Through Literature
(Thessaloniki: Paratiritis, 2002), in Greek.
Tore Otterup is a university teacher and researcher at the Institute for
Swedish as a Second Language, Department of Swedish Language,
Göteborg University, Sweden. His special field of interest is second lan-
guage acquisition in school and bilingualism among youths. He teaches
subjects in connection with this within teacher training programmes
and other university programmes as well as advanced training courses
for practicing teachers. In addition to this he is a participant in the
(Swedish) national research project ‘Language and Language Use
among Youths in Multilingual Settings’ and also a member of the
EU–ERASMUS CDA – project CANE (Cultural Awareness in Europe).
He has published articles mainly about language acquisition, language
development and identity-forming among adolescents in multicultural
and multilingual settings, e.g. ‘From monolingualism to multilingual-
ism – The Swedish example’, in Furch, E. (ed.) (2003) Cultural Aware-
ness in Europe, Wien: Lernen mit Pfiff, 160–188.
 Contributors xi
Ludger Pries teaches in the Department of Social Science, Ruhr-Universität
(Ruhr University) Bochum, Germany where he holds a Chair in the
Sociology of Organizations and Participation Studies (SOAPS). His
research fields are Comparative Sociology of Work, Organizations and
Migration. Recent publications include ‘Labour migration, social incor-
poration and transmigration in the New Europe. The case of Germany
in a comparative perspective’, Transfer (Brussels), Vol. 9, 2003; ‘Emerg-
ing production systems in the transnationalization of German car-
makers: Adaptation, application or innovation?’, New Technology, Work
and Employment, Vol. 18: 2, 2003, 82–100; New Transnational Social Spaces.
International Migration and Transnational Companies (ed.), London:
Routledge, 2001; ‘The disruption of social and geographic space.
US–Mexican migration and the emergence of transnational social
spaces’, International Sociology, Volume 16: 1/201, 55–74; Soziologie Inter-
nationaler Migration. Einführung in Klassische Theorien und neue Ansätze
(Sociology of International Migration. An Introduction to Classical Theories and
New Approaches), Bielefeld: Transcript, 2000; Auf dem Weg zu Global
Operierenden Konzernen? BMW, Daimler-Benz und Volkswagen – Die Drei
Großen der deutschen Automobilindustrie (Towards Globally Operating Com-
panies? BMW, Daimler-Benz and Volkswagen – The Big Three of the German
Automobile Industry), München/Mering: Rainer Hampp Verlag, 1999.
Sally Tomlinson is Emeritus Professor of Education at Goldsmiths College,
London University, and a Research Associate in the Department of Edu-
cational Studies, Oxford University. She has researched, written and
taught in the area of race, ethnicity and education for some 30 years.
Her book Education in a Post-Welfare Society won a British Education
Studies prize for the best education book published in 2002 (McGraw-
Hill/Open University Press). An article on ‘Globalization, race and edu-
cation’ is published in the Journal of Education Change, 2003 (Kluwer).
Georgios Tsiakalos is a Professor at Aristotle University of Thessaloniki,
Greece where he is currently the Dean of the Faculty of Education. He
received a Ph.D. (Dr.rer.nat.) from the University of Kiel (Germany) in
Biology and Geology/Palaeontology, and a Ph.D. (D.Phil.) from the
University of Bremen (Germany) in Education and Social Sciences. He
taught in numerous universities in Germany before he was appointed
as Professor of Education at Aristotle University of Thessaloniki in
1984. He has done research in the following areas: population genetics;
racism and sociobiology; social exclusion and poverty; education of
migrants and minorities; educational praxis; educational reforms. His
recent main publications are the books (all in Greek): Handbook of
Antiracist Education (Athens: Ellinika Grammata, 2000), The Promise of
Pedagogy (Thessaloniki: Paratiritis, 2002), Reflections of Human Society
(Thessaloniki: Paratiritis, 2004). He is an activist in many initiatives in
support of immigrants, minorities and socially excluded people.
xii Contributors
Kutlay Yağmur received his BA degree in English Language Teaching
from the Middle East Technical University, Ankara. He pursued his
postgraduate degrees in Australia. He received his MA in Applied Lin-
guistics from Macquarie University, Sydney in 1991 and a postgraduate
diploma in Education from Charles Stuart University, Australia in 1992.
He investigated first language attrition and ethnolinguistic vitality of
Turkish in Australia as part of his Ph.D. dissertation. He defended his
dissertation at Nijmegen University, the Netherlands in 1997. He
worked at Middle East Technical University from 1993 until 1996. Since
1996 he has worked as Assistant Professor of Applied Linguistics at
Babylon, Tilburg University. Recent publications include Yağmur, K.
and Akinci, M. A. (2003) ‘Language use, choice, maintenance and eth-
nolinguistic vitality of Turkish speakers in France: Intergenerational
differences’, International Journal of the Sociology of Language, 164:
107–128; Fürstenau, S., Gogolin, I. and Yağmur, K. (eds) (2003)
Mehrsprachigkeit in Hamburg: Ergebnisse einer Sprachenerhebung an den
Grundschulen in Hamburg (Multilingualism in Hamburg: The Status of Immi-
grant Minority Languages at Home and at School ), Münster and Berlin:
Waxmann.
Foreword
James A. Banks

Migration within and across nation states is a worldwide phenomenon.

The movement of peoples across national boundaries is as old as the
nation state itself – as the chapters in this book make clear. However,
never before in the history of world migration has the movement of
diverse racial, cultural, ethnic, religious and language groups within
and across nation states been as numerous and rapid or raised such
complex and difficult questions about citizenship, human rights, demo-
cracy and education. Many worldwide trends and developments are chal-
lenging the notion of educating students to function in one nation state.
They include the ways in which people are moving back and forth across
national borders, the rights of movement permitted by the European
Union, and the rights codified in the Universal Declaration of Human
Rights.
Prior to the ethnic revitalization movements of the 1960s and 1970s,
the aim of schools in most nation states was to develop citizens who inter-
nalized their national values, venerated their national heroes, and
accepted glorified versions of their national histories. These goals of cit-
izenship education are obsolete today because many people have multiple
national commitments and live in multiple nation states. However, the
development of citizens who have global and cosmopolitan identities and
commitments is contested in nation states throughout the world because
nationalism remains strong. Nationalism and globalization coexist in
tension worldwide.
The chapters in this book describe the complex educational issues with
which nation states in Europe must deal when trying to respond to the
problems wrought by international migration in ways consistent with their
democratic ideologies and declarations. As Tomlinson points out
(Chapter 5) when discussing the schooling of non-White ethnic groups in
Britain – and other authors note when describing the education of minor-
ity groups in other European nations – there is a wide gap between
the democratic ideals in European nations and the daily educational
experiences of minority groups in their schools. Ethnic minority students
in Europe, as in other nations throughout the world, often experience
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