Suchergebnisse

With China's urbanization and its development in market economy, mass rural-to-urban migration expanded over the past 35 years. The change in the forms of parental migration (from single to pair and then family) has led to significant shifts in the situation with rural children, putting forward new research issues. Consequently, children affected by internal labor migration have greatly increased in number, reaching over 100 million people (about 70 million continue to live in villages, and more than 35 million have moved to cities with their parents). Using data from international research published for the past 3 years, we more accurately determined main characteristics of left-behind and migrant-children. Being a vulnerable group in rural China, these children now are facing many problems in mental, physical and psychological development. Due to the differences in the environment in which children grow up we examined the existing approaches of scholars on the impact of internal labor migration on each group. For rural left-behind children the most acute issues are low academic performance, limited educational resources, and disruption in the process of socialization. While urban migration is related to the issues of inclusion in education, cultural isolation, and other psychological problems.

In China in 2018 over 200 million rural migrants worked away from their hometowns, fuelling the country's rapid economic boom. In the 2010s over sixty-one million rural children had at least one parent who had migrated without them, while nearly half had been left behind by both parents. Rachel Murphy draws on her longitudinal fieldwork in two landlocked provinces to explore the experiences of these left-behind children and to examine the impact of this great migration on childhood in China and on family relationships. Using children's voices, Murphy provides a multi-faceted insight into experiences of parental migration, study pressures, poverty, institutional discrimination, patrilineal family culture, and reconfigured gendered and intergenerational relationships.

Unaccompanied migrant children face multiple challenges, which, with the right support, professionals can help them overcome

This thesis discusses about the challenge of education for migrant children in the rapidly urbanized Chinese society. An ethnographic research was conducted in one of the unregistered migrant schools in Beijing. Through a triangulation of research methods of participatory observation, semi-structured and life history interview, as well as photography, the research, from emic perspectives, analyzes the advantages and disadvantages of the migrant schools in education provision to migrant children, understands the gaps between policy commitments and on-the-ground delivery of public education provision, and raises a few policy recommendations of developing the migrant schools and improving education provision to migrant children. The findings suggest that the migrant schools have played an important role in meeting the unfulfilled demand for education for migrant children in cities. However, the pursuit of short-term profits compromise education quality of such schools, the problem of inequality of quality becomes significant when the migrant schools function to reduce inequality of opportunity. In addition, the findings show that the relationships between the migrant schools and local governments are of critical importance for school development. Based on the research, I would propose that the emerging public-private partnerships in education service provision can be an effective way to diversify and expand service provision channel and benefit the school, the state and migrant children.

This report gives an overview of the international legal framework containing norm relevant to the protection of child migrants. Particular focus is on the International Convention on the Rights of the Child (CRC), since this widely ratified instrument constitutes the most all-encompassing basis for the protection of children, including children who are outside their State of origin. The report provides a detailed examination of the rights found in the CRC which are of a particular relevance to migrant children. Furthermore, a review of the International Convention on the Protection of the Rights of All Migrant Workers and Members of their Families in the context of working children, and of other Human Rights and International Criminal Law instruments are included. The report aims to provide a comprehensive picture of the international norms which form the legal basis for the effective protection of children on the move, taking into consideration the specific situation of these children: their resourcefulness and their vulnerability alike.

Alejandro Portes and Alejandro Rivas examine how young immigrants are adapting to life in the United States. They begin by noting the existence of two distinct pan-ethnic populations: Asian Americans, who tend to be the offspring of high-human-capital migrants, and Hispanics, many of whose parents are manual workers. Vast differences in each, both in human capital origins and in their reception in the United States, mean large disparities in resources available to the families and ethnic communities raising the new generation. Research on the assimilation of these children falls into two theoretical perspectives. Culturalist researchers emphasize the newcomers' place in the cultural and linguistic life of the host society; structuralists, their place in the socioeconomic hierarchy. Within each camp, views range from darkly pessimistic—that disadvantaged children of immigrants are simply not joining the American mainstream—to optimistic—that assimilation is taking place today just as it has in the past. A middle ground is that although poorly endowed immigrant families face distinct barriers to upward mobility, their children can overcome these obstacles through learning the language and culture of the host society while preserving their home country language, values, and customs. Empirical work shows that immigrants make much progress, on average, from the first to the second generation, both culturally and socioeconomically. The overall advancement of the immigrant population, however, is largely driven by the good performance and outcomes of youths from professional immigrant families, positively received in America. For immigrants at the other end of the spectrum, average socioeconomic outcomes are driven down by the poorer educational and economic performance of children from unskilled migrant families, who are often handicapped further by an unauthorized or insecure legal status. Racial stereotypes produce a positive self-identity for white and Asian students but a negative one for blacks and Latinos, and racialized self-perceptions among Mexican American students endure into the third and fourth generations. From a policy viewpoint, these children must be the population of greatest concern.
The authors cite two important policy measures for immigrant youth. One is to legalize unauthorized migrants lest, barred from conventional mobility channels, they turn to unorthodox means of self-affirmation and survival. The other is to provide volunteer programs and other forms of outside assistance to guide the most disadvantaged members of this population and help them stay in school.

This paper considers dilemmas around 'value' and the 'valuing' of children and childhood(s) in schools. I argue that in neo‐liberal contexts, processes of children's identity making become aligned with the idea of the corporate citizen – value and worth derived from the capacity to produce, excel, self‐regulate as well as consume in an ever expanding marketplace. Taking the positioning of migrant children as an exemplar, the paper explores the tensions in pedagogic practices between the valuing of migrant children and their 'added value' that is communicated through spheres of re/action in schools. The paper argues for education that is radical and strategic; careful and nurturing. In its absence, being valued differently involves reproducing negative patterns in a circular dialectical loop that naturalises under achievement of migrant children and other children at risk, to deficiencies in culture and identity.

How does migrant offspring' education influence their old migrant parents' health? Evidence from China -- The utilization of health records and health education among internal migration aging 15-59: a national survey -- Minimum Wage Standard and Migrant Social Medical Insurance Take-up in China -- Status and Determinants of Health Literacy among Internal Migrants in Hubei Province, China -- A Study on the Impact of Living Condition on the Health of Migrant Workers—— Based on the Dynamic Monitoring Data of Floating Population in Hubei Province in 2017 -- Marriage and fertility status of internal migrants in China -- A Study on the Basic Public Health Service Access and Utilization and predictors among Floating Population in China -- Socioeconomic Disparities in Psychological Well-Being: Testing Reserve Capacity Model in a Population-Based Sample of Migrants in China.

The rights of children are outlined in article 24 of the Charter of fundamental rights of the European Union; the binding catalogue of rights which institutions and member states are bound to respect when applying EU law. Although this article has undoubtedly been taken very seriously since the Charter was adopted in 2000, there are indications that in a number of cases it has not been possible for children in the EU to exercise fully the rights it envisaged. One such case involves migrating Romanian children, and concerns have been expressed that the rights of this group of migrant children h