Suchergebnisse

"Although there has been much recent research in the area of transnationalism, social networks, social capital and cultural capital, little has been written about immigration and social networks from a Social Network Analysis (SNA) perspective, and little has been published about immigrants' small communities with this perspective. A great portion of studies on immigration are focused more on majority ethnic groups settled in a country than on minority ones. This text examines the trajectories of Cameroonian immigrants from their place of origin until their arrival and establishment in Huelva (Spain). Through their life stories and the application of a SNA module, this study examines the role of social networks in determining or influencing immigrants' complete migratory project (from their decision to migrate and the origin of the funds to do it, through the decision to stay in Europe and, for some, their planning to return). This chapter's main objective is to assess the role of Cameroonians' personal networks in the migratory project and in their Integration. This chapter also attempts to assess how far transnational networks influence and configure the immigrants' lives. The authors discovered the presence of people from different countries who appeared in all the personal networks. Many people cited as members of support networks were of Cameroonian origin, but they were living in the same area (not in the country of origin or another country), indicating the importance of proximity to daily life in our cases. This was accompanied by the tendency to reproduce and reinvent the homeland in the destination country. Intensive and extensive transnational practices were found in a minority of cases." (author's abstract)

Abdelnour, G. A., Abouchedid, K., Aguayo, M., Bakkali, M., Baroud, F., Belhani, A., . Ykhlef, N. (2017). General methodology. In J. B. Govantes Romero, & E. Mellado Durán (Eds.), EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL): A memory of cooperation and dialogue on Education in the Mediterranean basin (pp. 49-78). (Divulgación Científica). Universidad de Sevilla. https://doi.org/10.12795/9788447221042 ; On the following pages, it will be analyzed the situation of LLL on all partner countries, the integration of LLL policies within their legal frameworks, as well as some examples of good practices in LLL on the partner countries, identified and learnt after the study visit to HEI in the European shore. We have performed a comparative policy analysis extracted from the country reports on LLL delivered in the begining of project in the four southern Mediterranean partner countries (Morocco, Tunisia, Lebanon and Algeria) and in the European Union. The expected aim was to compare the different policies of these countries for implementing Lifelong Learning, in order to provide basis for a further development of Lifelong Learning policies in the four countries. The analysis provides the necessary base for introducing a framework and guidelines on behalf of establishing, assessing, accrediting and running LLL study programmes in higher education (HE), conducting projects and providing a firm and stable infrastructure for LLL. ; publishersversion ; published