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In this book review of Kumar's 2011 edition of Research Methodology: A Step-by-Step Guide for Beginners, I provide a summary of the book's main content and a critical review of its content and structure including both the strengths and weaknesses. I conclude that this new edition of the book with Kumar presenting qualitative research as an equal methodology to quantitative research is an appropriate resource for students who are just starting to learn how to conduct empirical research studies. Two suggestions are provided for its future edition: (a) more classic resources about research methodology; and (b) more discussions about IRB application.

This book review provides a summary of the content of the book "Mobile Work, Mobile Lives: Cultural Accounts of Lived Experiences" and a critical review of the methodological strengths of the articles included in the book. It also points out one structural weakness of the book. The appropriate readership is recommended as well.

In recent years, the Danish education context has seen an increased concern about underperforming students with migratory histories (particularly students perceived as non-Western descendants) in the political and pedagogical discourses. There seem to be some historical tensions between the societal expectation of class mobility through education on one hand and the neglect of issues of class in the curriculum of schooling for migrant students on the other. These groups of students were labelled 'foreign workers' children' in the 1970s' education policy, with stress on 'the foreign' rather than 'the worker' part. Based on oral history interviews with former migrant students, this article explores how the class process for migrant students operated through racialized practices in Danish schooling in the 1980s. Contributing to the literature on migrant education and class experiences, the study finds that the migrant students' lived class experiences are woven into the processes of racialization in such a way that even the migrant students from academic homes had racialized struggles sustaining their middle-classed positionality in the Danish school. The arrangement of the power structures of class is hence strongly interwoven with the power structure of race in the historical context of Danish schooling.

Abstract The paper presents a study aiming at historicizing the schooling experiences of migrant children with a non-western background from the 1970s to the 1990s in the Danish education system. The focus is on how the students experienced their reception in the school institution and how school was preparing the students for the transition between elementary school and further education and labor market. The main methodology is oral history interviews with people who arrived in the Danish education system as children with a non-western background. The focus on the immigrant groups from non-western countries is chosen due to the fact that Danish education politics since the 1970s have targeted these groups of students as groups needing extracurricular education efforts for inclusion (Buchardt, 2016). However, there seems to be a knowledge deficit concerning the 'effects' of these policies from a student perspective in the period between the 1970s and the 1990s. Previous research in the field of education and other welfare provisions for migrant children in a historical perspective since the work-immigrant wave begun in the 1960s in Denmark has been on the policy-makers (e.g. Jønsson, 2013), provision providers (e.g. Øland, 2010; Padovan-Özdemir & Ydesen, 2016), the curriculum materials (e.g. Buchardt, 2016) and less from a student perspective. Oral history is a research approach that produces the sources as well as being the method to select and interpret the (oral) sources, and in both senses it engages with experience. Consequently, this project illuminates the students' experience of practiced educational policy in order to capture both the past (history) and the past as it appears in the present (the memory) (Bak, 2016). The intention is to generate new knowledge about how reception- and integration models and preparation to labor market were practiced in a student perspective from the 1970s to the 1990s, but just as importantly to explore how students ascribe meaning to the school experience today (inspired by Grønbæk Jensen, Rasmussen, & Kragh, 2016, p. 113). Historically, education has especially since the emergence of the modern nation-states been linked to the state and the production of its work force and citizenry and thus of belonging to the national space (Popkewitz, 2000). Buchardt (2018) argues that the educational political efforts since the 1970s in Denmark directed toward newly arrived migrants and their children can also be viewed as a means to circumscribe welfare distribution and in Popkewitz' (2007) terms as double registers of inclusion and exclusion, as well as a hierarchy of inclusion. Theoretically, the study thus seeks to illuminate the historical development of the internal bordering of the nation in the context of the Danish welfare-state model (Kettunen, 2011; Suszycki, 2011) through exploring how the historical hierarchies of inclusion and exclusion in education and in relation to the labor market preparation in education are experienced by students under shifting policies from the 1970s to the 1990s. Bibliography Bak, S. L. (2016). Oral History i Danmark. (S. L. Bak, Ed.). Odense: Syddansk Universitetsforlag. Buchardt, M. (2016). Kulturforklaring: uddannelseshistorier om muslimskhed. (M. Buchardt, Ed.). Kbh.: Tiderne Skifter. Buchardt, M. (2018). The "Culture" of Migrant Pupils: A Nation- and Welfare-State Historical Perspective on the European Refugee Crisis. European Education, 50(1), 58–73. https://doi.org/10.1080/10564934.2017.1394162 Grønbæk Jensen, S., Rasmussen, J. K., & Kragh, J. V. (2016). "Anbragt i historien". Tidligere anbragte og indlagtes mundtlige fortællinger ["Placed in History". Oral accounts from the formerly placed and admitted]. In S. L. Bak (Ed.), Oral History i Danmark [Oral History in Denmark] (pp. 97–118). Odense: Syddansk Universitetsforlag. Jønsson, H. V. (2013). I velfærdsstatens randområde. Socialdemokratiets integrationspolitik 1960'erne til 2000'erne [On the margins of the welfare state. Social Democracy's integration politics 1960s–2000s]. Department of History and Centre for Welfare State Research, University of Southern Denmark, Odense, Denmark. Kettunen, P. (2011). Welfare nationalism and competitive community. In Welfare citizenship and welfare nationalism (pp. 79–117). NordWel Studies in Historical Welfare State Research, 2. Padovan-Özdemir, M., & Ydesen, C. (2016). Professional encounters with the post-WWII immigrant: A privileged prism for studying the shaping of European welfare nation-states. Paedagogica historica, 52(5), 423-437. Popkewitz, T. S. (2000). Globalization/Regionalization, Knowledge, and the Educational Practices: Some Notes on Comparative Strategies for Educational Research. In Educational Knowledge – changing Relationships between the State, Civil Society, and the Educational Community (pp. 3–27). Ithaca: State University of New York Press. Popkewitz, T. S. (2007). Cosmopolitanism and the age of school reform: Science, education, and making society by making the child. London: Routledge. Suszycki, A. M. (2011). Introduction. In Welfare citizenship and welfare nationalism (Vol. 2, pp. 9–22). NordWel Studies in Historical Welfare State Research. Øland, T. (2010). A state ethnography of progressivism: Danish school pedagogues and their efforts to emancipate the powers of the child, the people and the culture 1929-1960. Praktiske Grunde. Tidsskrift for Kultur- og Samfundsvidenskab (1), 57–89. ; The paper presents a study aiming at historicizing the schooling experiences of migrant children with a nonwestern background from the 1970s to the 1990s in the Danish education system. The focus is on how the students experienced their reception in the school institution and how school was preparing the students for the transition between elementary school and further education and labor market. The main methodology is oral history interviews with people who arrived in the Danish education system as children with a non-western background. The focus on the immigrant groups from non-western countries is chosen due to the fact that Danish education politics since the 1970s have targeted these groups of students as groups needing extracurricular education efforts for inclusion (Buchardt, 2016). However, there seems to be a knowledge deficit concerning the 'effects' of these policies from a student perspective in the period between the 1970s and the 1990s. Previous research in the field of education and other welfare provisions for migrant children in a historical perspective since the work-immigrant wave begun in the 1960s in Denmark has been on the policy-makers (e.g. Jønsson, 2013), provision providers (e.g. Øland, 2010; Padovan-Özdemir & Ydesen, 2016), the curriculum materials (e.g. Buchardt, 2016) and less from a student perspective. Oral history is a research approach that produces the sources as well as being the method to select and interpret the (oral) sources, and in both senses it engages with experience. Consequently, this project illuminates the students' experience of practiced educational policy in order to capture both the past (history) and the past as it appears in the present (the memory) (Bak, 2016). The intention is to generate new knowledge about how reception- and integration models and preparation to labor market were practiced in a student perspective from the 1970s to the 1990s, but just as importantly to explore how students ascribe meaning to the school experience today (inspired by Grønbæk Jensen, Rasmussen, & Kragh, 2016, p. 113). Historically, education has especially since the emergence of the modern nation-states been linked to the state and the production of its work force and citizenry and thus of belonging to the national space (Popkewitz, 2000). Buchardt (2018) argues that the educational political efforts since the 1970s in Denmark directed toward newly arrived migrants and their children can also be viewed as a means to circumscribe welfare distribution and in Popkewitz' (2007) terms as double registers of inclusion and exclusion, as well as a hierarchy of inclusion. Theoretically, the study thus seeks to illuminate the historical development of the internal bordering of the nation in the context of the Danish welfare-state model (Kettunen, 2011; Suszycki, 2011) through exploring how the historical hierarchies of inclusion and exclusion in education and in relation to the labor market preparation in education are experienced by students under shifting policies from the 1970s to the 1990s.

Trois groupes d'îles autour de l'archipel japonais font l'objet de dispute territoriale entre le Japon et ses pays voisins, la Russie, la Chine et la Corée du Sud, créant des tensions récurrentes depuis la fin de la Seconde Guerre mondiale. Ce sont les quatre îles Kouriles du Sud, occupées et administrées par la Russie, mais revendiquées par le Japon sous le nom de « territoires du Nord » ; les îles Senkaku (Diaoyutai), contrôlées et administrées par le Japon, mais revendiquées par la Chine ; l'île Dokdo (Takeshima, Rochers Liancourt), occupée et administrée par la Corée du Sud, mais revendiquée par le Japon. Le but de cet article n'est pas d'analyser le bien-fondé des arguments avancés par les pays protagonistes, mais d'observer l'origine, l'évolution et en particulier les conséquences des conflits territoriaux liés à la souveraineté sur ces îles.