New (Educational) Migration as "Family Project" and a Challange in Two Different Educational Systems - Quebéc, Canada and North Rhine-Westphalia, Germany

Verantwortlich

Prof. Dr. Argyro Panagiotopoulou a.panagiotopoulou[uk]uni-koeln.de

Weiter verantwortlich

Prof. Dr. Lisa Rosen lisa.rosen[uk]uni-koeln.de

Zeitraum

01.04.2014-01.01.2022

Förderung

Beschreibung

New migration movements give rise to new challenges for migration societies, especially for democratically constituted educational systems. For this project, we have been particularly interested in the experiences of families who left Greece after 2008 in the wake of the financial crisis and emigrated to Germany or Canada. We have already conducted several biographical-narrative interviews with families in Québec, Canada and in North Rhine- Westphalia, Germany, i.e.we have interviewed parents and their school-age children. Initial results of our analyses indicate that this phenomenon not only has a historic dimension, but is also "new" insofar that it is distinct from the European labour migration of the 1960s with respect to migrants' goals and motives as well as their social and socio-economic backgrounds. Additionally, it has become evident that those parents who were part of the (upper) middle class in Greece had been less concerned with issues of "social mobility" and had primarily been motivated to (re-)create "stability" through the education of their children in Germany and Canada. Our question is: From the perspectives of immigrant parents, children, and youth, how do the educational systems of these classic immigration societies (Canada and Germany) approach this shared and once again highly relevant challenge to create "educational equalityfor all"?

Description

New migration movements give rise to new challenges for migration societies, especially for democratically constituted educational systems. For this project, we have been particularly interested in the experiences of families who left Greece after 2008 in the wake of the financial crisis and emigrated to Germany or Canada. We have already conducted several biographical-narrative interviews with families in Québec, Canada and in North Rhine- Westphalia, Germany, i.e.we have interviewed parents and their school-age children. Initial results of our analyses indicate that this phenomenon not only has a historic dimension, but is also "new" insofar that it is distinct from the European labour migration of the 1960s with respect to migrants' goals and motives as well as their social and socio-economic backgrounds. Additionally, it has become evident that those parents who were part of the (upper) middle class in Greece had been less concerned with issues of "social mobility" and had primarily been motivated to (re-)create "stability" through the education of their children in Germany and Canada. Our question is: From the perspectives of immigrant parents, children, and youth, how do the educational systems of these classic immigration societies (Canada and Germany) approach this shared and once again highly relevant challenge to create "educational equalityfor all"?