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            <title><![CDATA[Migration, Gender and Social Justice]]></title>
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            <link>https://www.novareader.co/book/isbn/9783642280122</link>
            <description><![CDATA[]]></description>
            <pubDate><![CDATA[2013-09-05T18:30]]></pubDate>
        </item><item>
            <title><![CDATA[Migrating and Settling in a Mobile World]]></title>
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            <link>https://www.novareader.co/book/isbn/9783319130248</link>
            <description><![CDATA[This open access book draws on award-winning cross-generational research comparing the complex and life-changing processes of settlement among Albanian migrants and their adolescent children in three European cities: London (UK), Thessaloniki (Greece), and Florence (Italy). Building on key concepts from the social sciences and migration studies, such as identity, integration and transnationalism, the author links these with emerging theoretical notions, such as mobility, translocality and cosmopolitanism. Ethnic identities, transnational ties and integration pathways of the youngsters and adults are compared, focusing on intergenerational transmission in particular and recognizing mobility as an inherent characteristic of contemporary lives.
Departing from the traditional focus on the adult children of settled migrants and the main immigration countries of continental North-Western Europe, this study centres on Southern Europe and Great Britain and a very recently settled immigrant group. The result is an illuminating early look at a second generation “in-the-making”. Indeed, the findings provide ample grounds for pragmatic and forward-looking policy to enable these migrant-origin youngsters, and others like them, to more fully attain their potential.

The book ends with a call to reassess the term “second generation” as it is currently used in policy and scholarly works. Children of migrants seldom see themselves as a particular and homogeneous group with ethnicity as an intrinsic identifying quality. More importantly, they make use of all the limited resources at their disposal, and view their integration processes through broader geographies – showing sometimes a cosmopolitan orientation, but also using localized reference points, such as the school, city, or urban neighbourhood.]]></description>
            <pubDate><![CDATA[2015-05-17T18:30]]></pubDate>
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            <title><![CDATA[The Interconnected Arctic — UArctic Congress 2016]]></title>
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            <link>https://www.novareader.co/book/isbn/9783319575322</link>
            <description><![CDATA[This open access book presents the most current research results and knowledge from five multidisciplinary themes: Vulnerability of Arctic Environments, Vulnerability of Arctic Societies, Local and Traditional Knowledge, Building Long-term Human Capacity, New Markets for the Arctic, including tourism and safety. The themes are those discussed at the first ever UArctic Congress Science Section, St. Petersburg, Russia, September 2016. The book looks at the Arctic from a holistic perspective; how the environment (both marine and terrestrial) and communities can adapt and manage the changes due to climate change. The chapters provide examples of the state-of-the-art research, bringing together both scientific and local knowledge to form a comprehensive and cohesive volume.]]></description>
            <pubDate><![CDATA[2015-06-14T00:00]]></pubDate>
        </item><item>
            <title><![CDATA[Education for Children with Disabilities in Addis Ababa, Ethiopia]]></title>
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            <link>https://www.novareader.co/book/isbn/9783319607689</link>
            <description><![CDATA[This book presents insights into the lived realities of children with disabilities in primary schools in Addis Ababa, Ethiopia. It examines specific cultural and societal characteristics of Ethiopia that influence the education of children with disabilities. The book presents findings drawn from interviews with, and participant observation of the schoolchildren, family members, teachers and other “experts”, and places these findings in a cultural-historical context. The multidimensional approach taken allows for, on the one hand, the provision of a historical grounding of the book, explaining the main historical junctures and their implications for education, and the discussion of the role of culture and society as barriers and facilitators of education. On the other hand, it gives the book a more personal angle, allowing the reader to gain insight into what it means to feel like a family, develop a sense of belonging, and trying to move toward educational equity.]]></description>
            <pubDate><![CDATA[2017-08-01T18:30]]></pubDate>
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