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MIGRANT DECISION-MAKING AND LIFE-PROJECTS IN THE FRAME OF MACRO-REGIONAL POWER HIERARCHIES, MIGRATION SYSTEMS, AND DIASPORAS

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Hoerder D.

Studia Migracyjne - Przegląd Polonijny

2013

vol. 39

issue 1(147)

33-48

In this essay I connect the decisions and experiences of individual migrants, starting with Wladyslaw Chuchla, and place them in larger, even global frames of decision-making and the options societies of departure and of arrival provide as well as constraints they impose. This involves relating Chuchla’s – and, in a comparative perspective, other migrants’ – place of birth in its evolvement over time in the macro-region and its history. It also involves a discussion of the routes to exit from both the local course of history and the geography. Thus, I discuss the Atlantic Migration System and the Polish lands in an integrated perspective: were conditions in the Polish lands singular or may they be compared to patterns in other parts of the world? I will look at the agency of migrants leaving other parts of the world but sharing with Chuchla the destination North America. This discussion will raise methodological and theoretical issues. Local communities are the spaces in which men and women make their decisions. They are transculturally rather than transnationally connected but the frames in which decisions are made characterize larger regions. I argue that migrating men and women made their decisions to depart and about where to arrive in the frame of inter-state power relations, impositions by the elites (and, sometimes, neighbors) of self-elevated national cultures, and in local everyday-cultures, norms, beliefs framed by regional economies and the human capital that could be developed in them. Emigration was a counter project to “nation” building. Polish migrants could chose destinations in a near-global diaspora, provided information and travel connections existed to their place of departure. Diaspora, too, is localized and in many different ways transcultural.

EDUCATION FOR A TRANSCULTURAL LIFE-WORLD OR FOR A HEGEMONIC NATION? SCHOOLING IN THE BRITISH EMPIRE, IN FRANCE, AND IN CANADA, 1830S-2000S

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Hoerder: D.

Studia Migracyjne - Przegląd Polonijny

2014

vol. 40

issue 3(153)

17-32

To understand transcultural education in societies with children from many cultural backgrounds, this essay looks at socialization in colonial-hierarchical settings and uses the analysis of cultural impositions to discuss consequences and needs in present-day immigration societies. The analysis begins with an historical approach to intercultural education. In a first section, focusing on British as well as French and Dutch colonies it analyses memories as reflected in life-writings of colonized resident children in schools run by in-migrant – “third-culture” – imperial administrators and teachers – a remote-control education. Present-day constructs of mono-cultural national values may be equally remote to the life-worlds of many-cultured societies. The second part traces the migration of imperially-educated students and working adults to the (former) colonizer core with India-to-England (late 19th to early 20th century) and Suriname-to-The Netherlands (1960s-2000s) as examples. In a third section, as an exemplary case for today’s multicultural cities, I discuss French-speaking university students from North and West Africa in Paris, i.e. migrant students facing a national/nation-centred/nationalist educational system. In a concluding part, I will interpret present-day Canada’s educational practices in terms of transcultural socialization. How did children and adolescents connect the "facts" learned in educational institutions to their everyday lives -- if they did so at all?

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2 Studia Migracyjne - Przegląd Polonijny

1 Hoerder D.

1 Hoerder: D.

1 2014

1 2013

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MIGRANT DECISION-MAKING AND LIFE-PROJECTS IN THE FRAME OF MACRO-REGIONAL POWER HIERARCHIES, MIGRATION SYSTEMS, AND DIASPORAS

EDUCATION FOR A TRANSCULTURAL LIFE-WORLD OR FOR A HEGEMONIC NATION? SCHOOLING IN THE BRITISH EMPIRE, IN FRANCE, AND IN CANADA, 1830S-2000S