International Handbook of Migration, Minorities and Education

Understanding Cultural and Social Differences in Processes of Learning

  • Zvi Bekerman
  • Thomas Geisen

Table of contents

  1. Front Matter
    Pages 1-1
  2. Culture, Difference and Learning

  3. Education in Multilingual Societies

  4. Heterogeneity and Learning in Schools

  5. Higher Education

    1. Front Matter
      Pages 453-453
    2. Marisol Clark-Ibáñez
      Pages 455-459
    3. Marisol Clark-Ibáñez, Fredi Garcia-Alverdín, Gricelda Alva
      Pages 497-513
  6. Religion and Learning

  7. Community, Work and Learning

About this book


Migrants and minorities are always at risk of being caught in essentialized cultural definitions and being denied the right to express their cultural preferences because they are perceived as threats to social cohesion. Migrants and minorities respond to these difficulties in multiple ways — as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve social mobility. On the other hand, they articulate demands for cultural self-determination. This discursive duality is met with suspicion by the majority culture. For societies with high levels of migration or with substantial minority cultures, questions related to the meaning of cultural heterogeneity and the social and cultural limits of learning and communication (e.g. migration education or critical multiculturalism) are very important. It is precisely here where the chances for new beginnings and new trials become of great importance for educational theorizing, which urgently needs to find answers to current questions about individual freedom, community/cultural affiliations, and social and democratic cohesion. Answers to these questions must account for both ‘political’ and ‘learning’ perspectives at the macro, mezzo, and micro contextual levels. The contributions of this edited volume enhance the knowledge in the field of migrant/minority education, with a special emphasis on the meaning of culture and social learning for educational processes.


acceptance adaptation assimilation belonging conflict of cultures cultural culture differences education educational research emancipation ethnic exclusion governance heterogeneity immigrants integration international learning learning process migration minorities minority education multiculturalism networks recognition school policies schooling self-determination social social change social cohesion social learning social limits social mobility socialisation transculturality

Editors and affiliations

  • Zvi Bekerman
    • 1
  • Thomas Geisen
    • 2
  1. 1.School of Education, Melton CenterHebrew UniversityJerusalemIsrael
  2. 2.Hochschule für Soziale Arbeit, Institut Integration und PartizipationFachhochschule NordwestschweizOltenSwitzerland

Bibliographic information