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This volume examines the specific effects that schools have on the performance of immigrant students and linguistic minority groups. Especially in the European context this study fills a gap in examining the effects that schools have on these students’ performance and performance differentiation, taking into account school related factors such as resources and teachers, and the influence of other variables like mother tongue and socioeconomic status. This report on an ongoing research project in Portugal examines state schools within the same district, in the same tests over the same assessment period. The study is based on the following set of relationships: between schools that administer proficiency tests to their non-native students; schools that do not use such tests; and schools with verifiable support programs (including physical and digital materials); and between the effect of the school and the predictive values of the nationality, mother tongue and socioeconomic status variables on the performance of non-native students of Portuguese.
This special issue of the Portuguese Studies Review focuses on understanding the Portuguese−Canadian immigrant experience in Canada and Portugal, in terms of identity formation and civic engagement within a broader framework of current debates on multiculturalism, and transnationalism. This special volume resulted from the contributions presented at the Symposium Identity, Civic Engagement and Multiculturalism: Portuguese−Canadian Immigrant Descendants in Canada, which was held at York University, Toronto, on 11 and 12 October 2011. The issue presents studies by Robert A. Kenedy, Fernando Nunes, Ana Paula Beja Horta, Gilberta Pavão Nunes Rocha, Derrick Mendes, Christina Kwiczała, Benjamin Kutsyuruba, Filomena Silvano, Marta Rosales, and Sónia Ferreira.
The literature has identified several explanatory typologies of highly skilled migration. Although those typologies tend to oversimplify reality they are useful for discussing policy implications and integration needs that different highly qualified migrant groups might have. This article analyses a typology of three different groups of highly skilled immigrants in Portugal: (1) highly skilled immigrants at entrance; (2) immigrants acknowledged as highly skilled after a process of recognition of qualifications or after achieving a higher education in the Portuguese education system; and (3) potential highly skilled immigrants. The characterization of these three groups allow to debate how the Portuguese opportunity structure – social, economic, legal and institutional frameworks – interfere not only in the effective integration of highly skilled immigrants in the country, but also on the attractiveness of the country for hosting those immigrants. The article analyses both the impacts of the Portuguese immigration acts (with a special visa for highly skilled immigrants since 2007 and transposition of the Blue Card Directive after 2012) and the results of measures and programmes that have been developed by public and private institutions targeting these immigrants.
Immigrant Stories portrays the contexts and academic trajectories of development of three unique immigrant groups: Cambodian, Dominican and Portuguese. The children of immigrant families - or second generation youth - are the fastest growing population of school children in the US. However, very little is known about these children's academic and psychological development during middle childhood. We examine the previously under-explored intricacies of children's emerging cultural attitudes and identities, academic engagement, and academic achievement. These processes are studied alongside a myriad of factors in the family and school environment that combine to shape children's academic psychological functioning during this important period. Through a three-year longitudinal study, including interviews with teachers, parents and children, this book presents a fascinating look at the community, school, and family contexts of child development among second-generation children. Both pre-immigration and post-immigration characteristics are explored as critical factors for understanding children of immigrants' development. In the current climate of US immigration policy debate, we offer research findings that may inform educators and administrators about the sources of community strengths and challenges facing our newest immigrant generations.
OECD's 2014 Economic Survey of Portugal examines recent economic developments, policies and prospects. Special chapers cover boosting export performance and reducing inequality and poverty.
The European Commission aims at defining a shared outlook on immigration issues striving to ensure third country citizens rights and responsibilities similar to those of European Union citizens. However, each Member State enjoys the prerogative of defining its own integration policy. The resulting diversity of integration policies is, alongside the very plurality of inflows, one of the factors that most affects the actual quality of the integration of immigrants in the EU. But the situations in EU countries display similarities as well as differences. This conjunction of similarities and differences may be regarded as an added-value, since it makes way for understanding which policies work better in which settings. Thus, by exchanging information on policy measures and good practices we improve our chance of obtaining better future global results in the whole of the EU. In this light it can be plainly seen that finding comparable indicators between different countries is something that will not only contribute to a better monitoring of both the immigration and integration processes, but also help improving the policies developed in these domains. Since the current project does not belong to the scope of basic research, but is instead an application of social science methods to a social problem with the purpose of aiding public policy, it becomes particularly relevant to know which policy documents, on a European level, circumscribe the field of integration. In the end of 2004 the European Council formulated the Common Basic Principles for the immigrant integration policies in the EU.1 This document states that Integration is a dynamic, two-way process of mutual accommodation by all immigrants and residents of Member States (p. 17). This is the definition of integration that will be adopted at this stage of the current work. More recently, this statement was repeated in the Common Agenda for Integration - Framework for the Integration of Third-Country Nationals in the European Union. As to the notion of immigrant, the references abound. Some authors define immigrant as someone that enters a country where he or she does not reside with the intention of becoming a resident (Garson et al., 1999: 21). Others give this concept a more economic facet, defining immigrant as any foreigner that comes to Portugal looking for work or in order to fill a position that he has obtained before leaving his country of origin (Cruz Almeida, 2001: 6). These discrepancies, far from being individual idiosyncrasies, are condensed in the normative production, more or less official, of the institutions that congregate these interests. In Portugal, the National Statistical Institute (INE), for instance, acknowledges two types of immigrants: the permanent and the temporary. For statistical purposes, a permanent immigrant is an individual that has entered the country with the intention of residing here for over a year, having resided abroad for a uninterrupted period of over a year, while a temporary immigrant has entered the country with the intention of remaining here for a year or less, with the purpose of working on a paid position, having resided abroad for a uninterrupted period of over a year. The relatives and accompanying persons of such individuals are also to be considered temporary immigrants3 . However, the portrayal of the immigrant that arises from the Article 11 of the Convention no. 143 of the International Labour Organization is quite different; it is considered that for the purpose of this Part of this Convention, the term migrant worker means a person who migrates or who has migrated from one country to another with a view to being employed otherwise than on his own account4 , followed by a list of exceptions. The semantic field of the word “immigrant” is located at the intersection of the influence spheres of diverse knowledges and powers. This situation leads to the multiplication of the variables that are relevant for forming a concept of immigrant. These encompass, at least, nationality place of birth, economic purpose, residence, duration of stay, legal status and professional situation. A theoretical approach concerning the multiplicity that hides behind the concept would be appropriate for a structural analysis of the representations of immigrants, but not as a basis for a quantitative analysis of its contribution towards making integration indicators work. Due to the importance of standardizing concepts for measuring the integration of immigrants, we have chosen the pragmatic and minimalist solution (also in accordance with the subject of the funding line that feeds the current project) of identifying immigrants with third country nationals, although setting in context the legal framework that configures such “immigrants” in Portugal.
First published in 1995. Immigration is one of the most significant and pressing issues in contemporary France. It has stirred up controversies over concepts such as the ‘ghetto’ and the ‘underclass’; it has erupted in flashpoints such as the Islamic headscarf affair, the Gulf War and the reform of French nationality laws, and it has become central to political debate with the rise of Jean-Marie Le Pen’s extreme right-wing Front National. This is the first comprehensive survey to be published in English covering developments in this field during the last twenty years. Spanning politics and economics, social structures and cultural practices, this authoritative study will be of keen interest to under graduates and researchers in French studies, migration studies and ethnic relations, and a wide range of social science disciplines.
This edited collection challenges the urban-centric nature of much feminist work on gender and education. The context for the book is the radical reconfiguration of rural areas that has occurred in recent decades as a result of globalisation. From a range of diverse national contexts, including Kenya and South Africa, Australia and Canada, and the United States and Pakistan, authors explore the intersections between masculinity, femininity, and rurality in education. In recognition of the heterogeneity of categories such as ‘rural girl’ and ‘rural boy’ they attend to how educational exclusions can be magnified by differences in relation to social locations such as class, race, or sexuality. Similar critical insights are brought to bear as authors examine what it means to be a male or female teacher in rural environments. Contributors draw on data ranging from contemporary feature films to historical materials, along with detailed ethnographic work and participatory approaches, to produce a compelling narrative of the need to understand education as experienced by those who are not part of the urban majority. This book was originally published as a special issue of Gender and Education.