Education, Migration and Development
Bibliographic record
Abstract
<JATS1:p>This open access book critically explores how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and international levels. Written by leading scholars and practitioners from across the globe, the book introduces the reader to how such interactions play out through a series of illustrative case studies drawn from scholarship and empirical research conducted in the global South. It considers education in all its forms and raises critical questions about its purpose and value in contexts of migration and (im)mobility across a range of low- and middle-income settings. The contributors engage with the multiple reasons for migration, and also consider how communities and societies are shaped not just by the movement of people but also of ideas, resources, norms, and values across different national and international contexts. Collectively the chapters offer new insights into: the considerations for education and international development that emerge when we apply a migration lens; key theoretical frameworks and approaches which can help us understand the education-migration-nexus; the opportunities and challenges that migration and (im)mobility create for education in contexts of development; emerging dilemmas regarding how best to promote justice, equity and wellbeing in and through education in contexts of migration; and how gendered and other inequalities are core considerations in the education-migration-development nexus. The book concludes with some reflections by the editors on cross-cutting themes generated through the volume, including some directions for future research.</JATS1:p> <JATS1:p>The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollection.com. Open access was funded by Knowledge Unlatched.</JATS1:p>
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".