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AbstractMore and more migrant parents choose to bring their children with them to their migration destination in China. Here, the data reported by China's Health and Family Planning Commission in 2017 are used to examine the influence of migrant children on migrant mothers' employment. The results showed that migrant children have a negative effect on mothers' employment and reduce wages of mothers who are work. In addition, considering migrant children's age, we find that as it increases the burden of childcare is lighter; the probability of mothers' participation in the labour market and receiving a high wage is higher. Furthermore, in terms of mothers' characteristics, older age and better education, having a spouse or parents who migrated, longer migration history and an across‐provincial move have positive effects on migrant mothers' employment.

With one in 10 children in care being non-British, local authorities need to do more to identify and address their needs, says Marianne Lagrue, policy manager at Coram Children's Legal Centre

With the increasing population of Chinese migrant children in China and the call for addressing educational equity and revising education goals on behalf of the whole child, research indicates that those children experience various challenges regarding their education and well-being including unequal access to education, low quality of education, discrimination, social anxiety, and depression. Thus, this article explores institutional-, school-, and family-level factors to understand how migration might create threats for Chinese migrant children. It is believed that government, community, school, and family have unintentionally formed an intertwined and complex dynamic where the development and education of migrant children is compromised. It is the authors' hope to raise awareness to the academic and practical arenas of both the educational plight and living conditions of Chinese migrant children.

AbstractRecently, crises seem to predominate migration policymaking. They are commonly seen as critical junctures which precipitate major policy change. However, rather than creation of something new, crises can instead be vehicles for restoring the order of the past. This article examines the case of asylum‐seeking unaccompanied minors in Sweden, where drastic changes have been made in the aftermath of the perceived "migration crisis" of 2015. Employing historical institutionalist theory, it examines decades of Swedish migration policymaking through analysis of state inquiries, law proposals and court rulings. It argues that the changes introduced 2015 were not qualitatively new, but rather a result of long‐simmering tensions. These tensions lie between state attempts to control migration, particularly of "unidentifiable" individuals, and the rights accorded to migrants. The article shows that Sweden's migration framework of bounded universalism has gradually been altered by tools that categorize migrants, with implications for migration policy as a whole.

The research reported by Conrad (1979) raises provocative questions regarding the relation between speech, thought, and academic achievement in deaf children. Conrad suggested that a primary reason for the difficulties many orally trained deaf students exhibited in the academic process was their failure to develop "internal speech" due to what he deemed the fundamentally misguided basis and practice of Oralism. In this paper the authors analyze one important aspect of Conrad's work. Though they generally support his position that the use of forms of manual communication in the education of deaf students is highly effective and desirable, the authors offer a reinterpretation of Conrad's work that they believe to be on more solid theoretical ground and that can lead to more judicious and appropriate strategies in educational practice.

The state of class consciousness of working-class children in China has received scant attention in the scholarly literature. This study examines the class consciousness of rural migrant children as they are about to join their migrant parents and become "China's new workers." Qualitative investigations were conducted in two primary schools in Beijing. Focus group and individual interviews were held with 87 fifth- and sixth-grade migrant children in the two case schools and 324 valid student questionnaires were collected. The findings reveal that migrant children are aware of the unequal class relationships suffered by migrant workers; however, their interpretations of class-based injustices exhibit false consciousness, shadowed by individualism, meritocracy and the duality of images. Family and school may play vital roles in shaping migrant children's class consciousness. (China Q / GIGA)

AbstractThe state of class consciousness of working-class children in China has received scant attention in the scholarly literature. This study examines the class consciousness of rural migrant children as they are about to join their migrant parents and become "China's new workers." Qualitative investigations were conducted in two primary schools in Beijing. Focus group and individual interviews were held with 87 fifth- and sixth-grade migrant children in the two case schools and 324 valid student questionnaires were collected. The findings reveal that migrant children are aware of the unequal class relationships suffered by migrant workers; however, their interpretations of class-based injustices exhibit false consciousness, shadowed by individualism, meritocracy and the duality of images. Family and school may play vital roles in shaping migrant children's class consciousness.

AbstractDrawn from 14 educational policy documents and 26 interviews with educators of internal migrant children in China, this paper examines the design and implementation of educational policy for Chinese internal migrant children in the past three decades through the theoretical lens of social justice. Taking Guiyang city as the focus, this study demonstrates that educational policy and provision for migrant children are part of an evolving process impacted by interrelations between issues, such as the hukou system, (lack of) government funding and tensions between central and local governments. Although migrant children increasingly have access to improved opportunities, their outcomes remain poor relative to their peers from urban areas. New policies aiming to mitigate the disadvantages of migrant children are needed.

Using a large dataset from the China Educational Panel Survey (CEPS) of 2013–2014 (n=1,593), this paper identifies possible reasons that affect the academic achievement of students in grades 7 and 9 who come from migrant families, and explores whether schools with high teaching quality can remedy disadvantages of low socioeconomic backgrounds. Results of regression analyses show that, against common wisdom, we found that neither family finance nor father's occupation significantly influence student academic performance. In addition, school type, either public or private (including special schools for children from migrant families), did not have significant influences on the achievement of those migrant children; only school ranking did. We conclude that public school resources cannot remedy the disadvantages of family background of migrant children, and migrant children do replicate the fate of their parents.

The family is the primary socialization agent that has the function to shape the character of children. The presence of both parents in a family is able to provide great opportunities for children to obtain their rights including children who live in migrant workers' families. The thing that caught the attention of the researchers was the process of parenting especially socialization regarding independence carried out by the caregivers, as an effort to form the character of an independent child and fulfillment of children's rights and minimize the label given to children in the family of migrant workers. This study uses qualitative methods. The data collection in this study used in-depth interviews, the determination of the informants in this study used snowball random selection of informants and rolled from one informant to another informant without limitation on the number, in the study there were 7 informants who were caregivers of the children of migrant workers' families, the age of the children cared for is 8-18 years. The theories used in this study are the theory of Symbolic Interactionism from Herbert Blumer and Theory of Socialization Patterns from Elizabeth B. Hurlock. The results obtained from this study are that foster parents have meaning about independence derived from parents, experience and the surrounding environment. The meaning that is owned by foster parents is then disseminated to the children of migrant workers' families. The meaning of independence inherent in foster parents has an impact on the pattern of socialization that is applied to migrant workers' children. Independence is interpreted as disciplinary learning using authoritarian socialization patterns, independence which is interpreted as encouraging children to apply democratic socialization patterns and independence which is interpreted as self-habituation for children using permissive socialization patterns.