Abstract
Studies on migration and education have examined homeland returns as part of family strategies around acquiring desired cultural capital. However, the impact of return migration and transnational mobility on homeland educational landscapes remains under‐researched. Using ethnographic data from Ghana, Senegal, the UK and the US, this paper shows how ‘international’ schools on the African continent have emerged as places where young transnational Africans can acquire cosmopolitan and Afropolitan competencies and outlooks.
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