Advertisement

Springer Nature is making SARS-CoV-2 and COVID-19 research free. View research | View latest news | Sign up for updates

Transnational students and educational change

  • 17 Accesses

Abstract

This article discusses some educational issues introduced by the uprise of transnational students in global educational systems. It demonstrates the relevance of these issues for the field of educational change, in particular, topics of diversity and globalization that are in need of greater attention in the Journal of Educational Change. The article presents a recent conceptual and empirically-based framework—a transnationally-inclusive approach to literacy education. This framework provides a model through which educational systems and those who inhabit them can equitably and innovatively respond to the opportunities and challenges that transnational students present to education. The article concludes with some considerations of how the field of educational change is uniquely poised to generate research, theory, and practice that can promote productive change pertaining to transnational students and education.

This is a preview of subscription content, log in to check access.

References

  1. Ball, A. F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal,46(1), 45–72.

  2. Black, R. W. (2009). English-language learners, fan communities, and 21st century skills. Journal of Adolescent and Adult Literacy,52(8), 688–697.

  3. Coe, C., Reynolds, R. R., Boehm, D. A., Hess, J. M., & Rae-Espinoza, J. (Eds.). (2011). Everyday ruptures: Children, youth, and migration in global perspective. Nashville: Vanderbilt University Press.

  4. de Lima, J. A. (2001). Forgetting about friendship: Using conflict in teacher communities as a catalyst for school change. Journal of Educational Change,2(2), 97–122.

  5. DeJaeghere, J., & Vu, L. (2015). Transnationalism and its analytic possibilities for CIDE. In J. C. Weidman & W. J. Jacob (Eds.), Beyond the comparative: Advancing theory and its application to practice (pp. 269–291). Rotterdam: Sense.

  6. Fullan, M. (2000). The return of large-scale reform. Journal of Educational Change,1(1), 5–28.

  7. Garcia-Huidobro, J. C., Nannemann, A., Bacon, C. K., & Thompson, K. (2017). Evolution in educational change: A literature review of the historical core of the “Journal of Educational Change”. Journal of Educational Change,18(3), 263–293.

  8. George, J., & Lewis, T. (2011). Exploring the local/global boundary in developing countries: The case of the Caribbean. Compare: A Journal of Comparative and International Education,41(6), 721–734.

  9. Goodson, I. (2001). Social histories of educational change. Journal of Educational Change,2(1), 45–63.

  10. Hamann, E. T., & Zúñiga, V. A. (2011). Schooling and the everyday ruptures transnational children encounter in the United States and Mexico. In C. Coe, R. R. Reynolds, D. A. Boehm, J. M. Hess, & H. Rae-Espinoza (Eds.), Everyday ruptures: Children, youth, and migration in global perspective (pp. 141–160). Nashville: Vanderbilt University Press.

  11. Hargreaves, A., & Shirley, D. (2014). The global fourth way: The quest for educational excellence. Thousand Oaks: Corwin Press.

  12. Lam, W. S. E., & Rosario-Ramos, E. (2009). Multilingual literacies in transnational digitally mediated contexts: An exploratory study of immigrant teens in the United States. Language and Education,23(2), 171–190.

  13. Lam, W. S. E., & Warriner, D. S. (2012). Transnationalism and literacy: Investigating the mobility of people, languages, texts, and practices in contexts of migration. Reading Research Quarterly,47(2), 191–215.

  14. Lesko, N. (2012). Act your age! A cultural construction of adolescence (2nd ed.). New York: Routledge.

  15. Levitt, P. (2001). The transnational villagers. Berkeley: University of California Press.

  16. McLean, C. (2010). A space called home: An immigrant adolescent’s digital literacy practices. Journal of Adolescent & Adult Literacy,54(1), 13–22.

  17. Moutsios, S. (2009). International organisations and transnational education policy making. Compare: A Journal of Comparative and International Education,39(4), 467–478.

  18. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review,66(1), 60–92.

  19. Oakes, J., & Lipton, M. (2002). Struggling for educational equity in diverse communities: School reform as social movement. Journal of Educational Change,3(3–4), 383–406.

  20. Porter, J. (1965). The vertical mosaic: An analysis of social class and power in Canada. Toronto: University of Toronto Press.

  21. Sachs, J. (2000). The activist professional. Journal of Educational Change,1(1), 77–95.

  22. Skerrett, A. (2008). Racializing educational change: Melting pot and mosaic influences on educational policy and practice. Journal of Educational Change, 9(3), 261–280.

  23. Skerrett, A. (2012). Languages and literacies in translocation: Experiences and perspectives of a transnational youth. Journal of Literacy Research, 44(4), 364–395.

  24. Skerrett, A. (2015). Teaching transnational youth: Literacy and education in a changing world. New York: Teachers College Press.

  25. Skerrett, A. (2016). Refiguring a Caribbean school within and across local and global communities. Journal of Professional and Community Capital, 1(4), 254–269.

  26. Skerrett, A. (2018). Advancing theoretical perspectives on transnationalism in literacy research and practice. In D. A. Alvermann, N. J. Unrau, M. Sailors, & R. Ruddell (Eds.), Theoretical models and processes of literacy (7th ed., pp. 497–513). New York: Routledge.

  27. Smith, M. P. (1994). “Can you imagine?” Transnational migration and globalization of grassroots politics. Social Text,39, 15–33.

  28. Smith, M. P., & Guarnizo, L. E. (Eds.). (1998). Transnationalism from below. New Brunswick: Transaction.

  29. Soong, H. (2016). Transnational students and mobility: Lived experiences of migration. London: Routledge.

  30. Stoll, L. (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change,10(2–3), 115–127.

  31. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change,7(4), 221–258.

  32. Timperley, H. S., & Robinson, V. M. J. (2001). Achieving school improvement through challenging and changing teachers’ schema. Journal of Educational Change,2(4), 281–300.

  33. Torres, A. (1995). Between melting pot and mosaic: African Americans and Puerto Ricans in New York’s political economy. Philadelphia: Temple University Press.

  34. Tyack, D., & Tobin, W. (1994). The “grammar” of schooling: Why has it been so hard to change? American Educational Research Journal,31(3), 453–479.

  35. UNICEF. (2017). Child migration and displacement. Retrieved from https://data.unicef.org/topic/child-migration-and-displacement/migration/.

  36. United Nations Department of Economic and Social Affairs. (2016). Youth issue briefs 2016: Youth and migration. Retrieved from http://www.un.org/esa/socdev/documents/youth/fact-sheets/youth-migration.pdf.

  37. Vertovec, S. (2009). Transnationalism. New York: Routledge.

  38. Weidman, J. C., & Jacob, W. J. (Eds.). (2011). Beyond the comparative: Advancing theory and its application to practice (pp. 269–291). Rotterdam: Sense.

  39. Zúñiga, V., & Hamann, E. T. (2009). Sojourners in Mexico with US school experience: A new taxonomy for transnational students. Comparative Education Review, 53(3), 329–353.

Download references

Author information

Correspondence to Allison Skerrett.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Skerrett, A. Transnational students and educational change. J Educ Change (2020). https://doi.org/10.1007/s10833-020-09369-0

Download citation

Keywords

  • Educational change
  • Education policy
  • Equity
  • Globalization
  • Transnational students