Education-migration Nexus Research Articles

A narrative exploration of agency in the education-migration nexus

A narrative exploration of agency in the education-migration nexus

COVID-19, markets and the crisis of the higher education regulatory state: the case of Australia

ABSTRACT This article explores the impact of COVID-19 on the Australian higher education system. It analyses how the contradictions of Australian higher education, driven by expanding participation in the higher education system within the context of contained public funding, have been politically managed through regulatory regimes that link the public university with the neoliberal capitalist economy. Such modes of state intervention have been dependent on financialized instruments such as income contingent loans, the education–migration nexus, and precarious work. These regulatory instruments, embedded within a project of market citizenship, have both managed and expanded the marketization of higher education while also expanding participation. It is this regulatory model of market citizenship that is now facing a crisis of crisis management.

Education—Migration Nexus: Understanding Youth Migration in Southern Ethiopia

The purpose of this study is to unravel the education–migration nexus in the African context, specifically Ethiopia. It examines why young people terminate their education to migrate out of the country. The study applies de Haas’ aspiration—capability framework and Turner’s macro, meso and micro sociology as its analytical lenses. It offers unique insight into the terrain of youth migration in southern Ethiopia based on empirical data obtained from two rural sub-districts known for high levels of youth out-migration. Data are generated based on interviews with would-be migrant youth, parents, teachers and school principals. The findings reveal that education has both direct and indirect impacts on youth migration. On the other hand, the results indicate that though terminating school could have negative ramifications on human capital accumulation at micro and macro levels, migration can positively impact households and local communities through investments made by individual migrants, migrant-returnees, and remittance-receiving households in small businesses or community development projects, which included better resourced schools.

Abyssal lines and cartographies of exclusion in migration and education: towards a reimagining

ABSTRACTEducational institutions across the Western world, from schools through to universities, are increasingly being drawn into highly ideological spaces of immigration control, integration and securitisation. This paper outlines the complex contours of this ‘education-migration nexus’ and contributes to the critique of the way that education is becoming yoked to different political and social agendas. It also seeks to offer an analysis of the way in which the experiences, knowledges and practices of those from non-Western contexts become disqualified and rendered non-existent. Drawing on the work of Boaventura de Sousa Santos, I develop a postcolonial analysis which exposes the partial and distorted framing of migration, migrants and integration, a framing which gives rise to the current highly restrictive role of education. The paper concludes with a reimagined conceptualisation and suggests a draft agenda for education and migration studies. This calls for a more dynamic understanding of education which is open and flexible and prepared to enter into dialogue between different knowledges and practices, rather than seeking only to assimilate and construct learners according to some predetermined image.

‘I’m not like that, why treat me the same way?’ The impact of stereotyping international students on their learning, employability and connectedness with the workplace

A significant body of literature on international education examines the experiences of international students in the host country. There is however a critical lack of empirical work that investigates the dynamic and complex positioning of international students within the current education-migration nexus that prevails international education in countries such as Australia, Canada and the UK. This paper addresses an important but under-researched area of the education-migration landscape by examining how the stereotyping of students as mere ‘migration hunters’ may impact their study and work experiences. It draws on a four-year research project funded by the Australian Research Council that includes more than 150 interviews and fieldwork in the Australian vocational education context. Positioning theory is used as a conceptual framework to analyse how generalising international students as ‘mere migration hunters’ has led to the disconnectedness, vulnerability and marginalization of the group of international students participating in this research.

Lives in limbo: Migration experiences in Australia’s education–migration nexus

Like many OECD countries, Australia has, over the last 15 years, experimented with ‘the education–migration nexus’: policy frameworks that create pathways for international students to become skilled migrants. This article draws on student-migrant narratives to highlight some key aspects of migrant experience within the education–migration nexus, most notably extended periods of temporary status and the frequent need to adapt life and education goals around migration policy changes. The analysis finds that the uncertainty and precariousness inherent in the student-to-migrant process create significant tensions in the daily lives of most student-migrants, both as individuals and as members of transnational families with long-term collective migration strategies. Yet, uncertainty also resulted in some strategic responses to mitigate risk and attempts to transform waiting times into opportunities. We also argue that student-migrants represent a ‘middling’ experience of migration. Although they have access to various resources as educated and skilled migrants, they are far from experiencing a true form of elite and mobile ‘flexible citizenship’.

Campus, City, Networks and Nation: Student‐Migrant Activism as Socio‐spatial Experience in Melbourne, Australia

Abstract‘Education–migration nexus’ policies in Australia between 1998 and 2010 linked international education with different forms of temporary and permanent migration. This resulted in a blurring of boundaries around student, worker, consumer, migrant and ethnic identities. While the exploitation, marginalization and vulnerability of international students in Australia has gained a great deal of media and scholarly attention, less consideration has been given to the varied forms of subsequent protest undertaken by student migrants in Australian cities. This article analyses three case studies of protests involving student migrants in Melbourne: a protest against unfair assessment; a fight for a campus prayer room; and labour protests within the retail service and taxi industries. It draws on theoretical work on new social movements and social transformation in urban spaces to find ways to conceptualize this activism in relation to the scales of campus, city and nation. In doing so, it argues primarily that these sites of protest are socio‐spatial experiences that encompass shifting and socially produced spatial scales, as well as complex networks of association across different communities, which in turn reflect different student‐migrant identities.

Cash cows, backdoor migrants, or activist citizens? International students, citizenship, and rights in Australia

Since the late 1990s, the intersection of education and migration policies in Australia has shifted international students from transient consumers to potential citizens. This article analyses responses to the ‘problem’ of international students as consumers, workers, and migrants, particularly the conceptualization of their rights and protections, and the ways students have been positioned as both passive subjects and activist citizens. The article provides a theoretical review of academic, government, community, and media responses to international students in general and the consequences of the education-migration nexus in particular. It argues that discourses of human rights and consumer rights have become increasingly interconnected in these debates. This analysis adds to the emerging literature on changing conceptions of rights and citizenship in neoliberal contexts, and also illuminates the social and political consequences of the education-migration nexus in Australia. This will have resonance for countries who have implemented a raft of similar policies.