Constructing a theory of individual space: understanding transnational migration through the experience of return Chinese immigrants from Canada in Beijing

Drawing on life history research, this study critically examines the transnational experiences of return Chinese immigrants from Canada in Beijing. Through the accounts of their experiences, it explores different integration and reintegration strategies, including self-adjustment, lifelong learning and flexible citizenship. A native concept of ‘space’ is examined and a theory of individual space (IS) is constructed. The study demonstrates that immigrants' integration is a process of constant construction and reconstruction of their expected IS in various societies. This space defines the self and its relationship to others and the outside world. By spatial transformation, migrants break spatial limitations to seek a better future. The tension between IS and the society the migrant enters determines the ongoing characteristics of contemporary transnational migration.     

Out of the Shadows: Testimonio as Civic Participation

This article draws from a 23-month ethnographic study of mixed-status families living in an emerging Latino/a community to examine 3 undocumented mothers’ participation in the act of giving testimonio, or testimony. In this context, testimonio serves as a grassroots tactic for political advocacy and community formation that compensates for and reacts against the limited opportunities for civic participation afforded noncitizens. The findings indicate that giving testimonio in both public and domestic settings constitutes a form of civic participation in which undocumented mothers actually attempt to move out of the shadows and into a more public domain.     

江西客家人移民广西的历史考察

江西客家人从宋代开始移民广西,是移民广西最早的客家民系。其移民主体主要集中在宋元时期,明清后逐渐减少,移民性质突出表现为政治性移民。移民迁出地以赣南地区为主,迁入地主要集中分布在桂东北地区。江西客家移民的到来,为广西客家方言的形成、客家采茶戏的传播和桂东北地区商业的繁荣,做出了积极的贡献。     

流动人口的社会保障陷阱和社会保障的流动陷阱

《城镇企业职工基本养老保险关系转移接续暂行办法》并没有摆脱社会保障的制度陷阱、不公平陷阱和低水平陷阱,反而又延伸出了社会保障的流动陷阱和踢皮球陷阱。这些陷阱形成的主要原因不是人口和社会保障的流动造成的,而是社会保障的模式、现行财政制度和相关政策体系以及区域经济社会发展不均衡联合导致的。要摆脱这些陷阱,实现人口和社会保障的自由流动,我们需要以建立健全全国社会保障模式弹性统一为主线,以加强社会保障网络信息化建设为基础,以提高社会保障统筹层次为重点,以衔接城乡二元社会保障制度为突破口,以建立健全社会保障均等化服务转移支付政策体系为支撑,最终实现"全民覆盖、弹性统一、服务均衡、流转自由、可持续发展"的社会保障制度。     

细胞培养技术及避免污染的方法

细胞培养技术是医学研究过程中不可或缺的技术手段,也是分子生物学研究的主要方法手段。主要介绍细胞培养过程中的几种基本技术方法,细胞培养过程中的常见污染的来源、起因,并阐述了避免污染的方法,为细胞培养操作者提供参考。     

异址灾备播出系统应用实践

为了贯彻落实国家广电总局第62号令,广西电视台从实际情况出发,搭建了异址灾备播出系统。在灾难性故障发生时,灾备系统可以保障电视节目同步、连续和高质量的播出。文章简要介绍广西电视台异址灾备播出系统的设计思路、硬件架构、业务流程、技术特点和灾备系统运行时能够达到的应用效果。     

竞技艺术体操与技巧啦啦操运动技能迁移的研究

运用文献资料法、观察法、对比分析法对竞技艺术体操和技巧啦啦操两个同属技能主导难美性项群的运动进行分析。研究结果表明,通过运动技能迁移的作用,可促进两个项目资源整合。     

American colonial education policy and Filipino labour migration to the US (1900–1935)

Public mass schooling was the major instrument used by the Americans in the performance of their mission to “civilize” Filipinos. Free primary education was implemented right after the islands’ annexation in 1899 and was a critical component (alongside armed force) of the programme for their “pacification”. For the elite, education formed a route into collaborative involvement in the management of the colonial state. By the second decade of colonization, Filipinos were managing the civil service, participating in elected institutions and installed as mayors and governors. Like that of the Spanish, American colonial governance was profoundly reliant on the collaboration of members of the haciendero class, and thus implicated in the maintenance of long-established social and political hierarchies. But what did the maintenance of that status quo imply for ordinary Filipinos, now increasingly educated and literate in the language of the colonial power? Specifically, to what extent did this combination of socio-economic stasis and educational progress contribute to spurring early labour migration? This article investigates how far labour migration was seen to be, or functioned as, a mechanism for maintaining social and political stability in the American colonial period. It examines how this phenomenon was related to the free and English-based mass education programme undertaken out of an urge to fulfil what Kipling – writing of the American colonial enterprise – termed “the White Man’s Burden”.     

‘The students do not know why they are here’: education decision-making for Syrian refugees

This case study, conducted collaboratively between education scholars and education practitioners, describes and analyses the ways in which Syrian refugee teachers and an NGO are developing and implementing non-formal education (NFE) programming in three refugee settlements in Lebanon. Utilising the INEE Minimum Standards for Education in Emergencies, we analyse teachers’ and programme administrators’ decision-making processes regarding curriculum, language of instruction, and pedagogy as well as how and why these decisions are made in the absence of a guiding framework or policy for NFE. We also consider the ways in which the nation-state writ large still helps to influence these decisions in the ‘global era’.     

Career plans of final-year South African student teachers: migration to ‘greener pastures’?

Teacher loss due to migration is a global phenomenon that impacts both developed and developing nations the world over. The aim of this study was to find out about the career plans of final-year South African student teachers. A group of final-year Bachelor of Education student teachers from a South African university responded to a questionnaire on intra- and intercontinental migration. The responses were analysed quantitatively and/or qualitatively. The findings showed that 79% of the students indicated that they would be teaching in South Africa, 8% were planning to teach in another country, while 8% were undecided. More than a third of the students (38%) said that they would like to teach in another country in five years’ time. Just more than a quarter of the students (27%) preferred Australia as a destination country. The student teachers’ most important motive to teach in a foreign country was the opportunity to travel, followed by earning a higher salary, and professional development. The student teachers indicated that their most important migration needs before leaving South Africa were information about health care, accommodation, and banking assistance.