Index. sense of smell, 169 smell and belonging, Western modernity,

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1 A Agency children and youth, 44 concept of, 44 education and market, 42 Albanian communities, 35 Albanian Muslim community, 40, 43 Azerbaijani Democratic Republic (ADR), 281 B Belonging and gender christian values, 37 ethnic groups and boundaries, 35 family and sports club, 36 immigrant religions form, 35 locals and immigrants, 35 muslim immigrants ability, 36 muslim migrants, accommodation, 36, 37 narrative of Europe, 37 national collectivity, 36 orientalism and occidentalism, 35 politics-of-belonging approach, 36 Swiss muslim girls, Yuval-Davis aspects, 36 Boundary-making. See Belonging and gender British Bangladeshis aspirations, 179, 180 children and families, research on, 170 Dhaka, Proust phenomenon, 170, 171 emotion and habitus, Fakir Wallah and Modernity, habitus, notion of, power relations, 170 sense of smell, 169 smell and belonging, Western modernity, C Child circulation, 246, 247 Africa cost/benefit analysis, 247 extended kin networks, 246 fostering practices, 246 OVC, 247 AIDS effects on orphans, 245 blood, notions of, 254, 257 grannies, 247 intra-family mobility, 246 patrilineage, 257 Child migrant circular migration, 139 educational success, 139 families migration decisions, 138 forced and voluntary migration, 138 parachute-kids, 137 qualitative study, 140 Child well-being and agency, action-guiding orientation patterns, 65, 78 characteristics, 64 education and integration policies, 78 indicators, 63 Kupfer and Schneeball groups adaptation, conference, 65 external education institute, 66 German language skills, 65 interviews, 66 lack of self-responsibility, Springer International Publishing Switzerland 2016 C. Hunner-Kreisel, S. Bohne (eds.), Childhood, Youth and Migration, Children s Well-Being: Indicators and Research 12, DOI /

2 290 Child well-being and agency (cont.) language competence, 76, 77 resettlement, 65 perspectives, 64 policies, 78 quantitative and qualitative research, 63 scope of action, 64 Childhood, youth and migration children and youth s own perspective, 6 7 children s rights, 3 4 education, social differentiations and in-equality, 7 8 global and local living, 8 9 global and local perspectives, 4 6 living transnationally, 3 migration studies, 4 mobility and migration, 9 10 moral self, 2 social inequality, 3 socio-economic transformations, 2 transnationality and transculturality, 4 urban center and periphery, 2 Childrearing conception, 24 Children of muslim immigrants, 32 Children s migration Being a Good Person, cosmopolitan societies, cultural and national identifications, 49 cultural identifications and practices, 59 cultural pluralism, 49 identification and categorization, identity formation, 53 justice and defense, multiculturalism practices, normality of difference, policies, 50 social conditions, 50 socio-economic disadvantage, 53 understandings of well-being, 51, 52 Children s well-being, challenges in international studies, Children s Worlds Study (see Children s Worlds Study ) critical look, perspective, Children s Worlds Study children s rights and implementation, 18 collected data, 18 data base, 18 family concepts, fundamental insight, 18 international survey, 17 movement, 18 Index perceptions of children and challenges, pilot phase, 18 precarity, range of perspectives, 17 representative sample data collection, 18, 19 and school focus, survey, 18 vulnerability, Coping strategies, Critical look, 15, 16 children s well-being concept of capabilities, 15, 16 definitions, 16 life courses, 16 preferences and opportunity structures, 15 resources, 16 sociology, 15 western and hegemonic standards, 16 E Early childhood development (ECD), benefits, 187 human capital investment, 187 Kyrgyzstan and message blaming and shaming, 190 cognitive stimulation, 190 educational guidelines, 189 learning process, 190 neoliberal program, 190 parental practices, 190 partnership family, 191 lead agency, 188 UNICEF, 188 World Bank s education policy, 188 ECD. See Early childhood development (ECD) Education career aspirations and prospects, children and youths, 154 demarcation, 153 ethnic and regional origin, 154, German population, Germany, 153 international educational comparison, 154 migration background, 155 participation, participation in education, 153 regional origin, 154 regional-spatial development, Germany,

3 291 rural area, 154 urban vs. rural, Educational inequality age distribution, 118 All-China Women s Federation survey, 118 average wage development, migrant workers, 117 ceiling effect, 130 China s urban society, 115 Chinese context, 116 Chinese industrialization and urbanization, 116 development, migrant workers population, 117 educational policies, 130 free compulsory education, 130 higher schooling, 130 Hukou system, 115, , 131 income level, 118 migrant schools, 130 migrant workers, 116 public schools, 130 rural migrant laborers, 116 urban educational system, 118 urban population, China, 115 visible exclusion and invisible discrimination, 129, 130 Western Europe and North America, 116 Educational mobility, Azerbaijan, , case studies, 278 freedom, 279, 280 home, notion of, 280, 281 current educational mobility, 274 problem of empty diplomas, 273 processes of transformation, 274 social behavior, 275 socio-structural parameters education and training in, 274 social inequality, 274 socioeconomic and political change, 273 theoretical perspectives democratic values, 275 identity-related positioning, 276 mobility and migration, 275 transnationalization, 276 western diploma, 274 Ethnic difference and inequality, , analysis, documents and artifacts, 102 artifact analysis, 110 Delfin4 procedure, 111 Delfin4 screening, 102 ethnicity (see Ethnicity ) ethnographic research (see Ethnographic research ) language intervention, 110 microanalyses, 101 research project, 102 Ethnicity categories, 107 consequences, 109, 110 Delfin4 procedure, 107, 108 treatment of, Ethnographic research audio-supported analysis, 104 Delfin4 method, 105 Delfin4 procedure, 103, 104 differences, ethnicity, 103 educational organizations, 103 effects, 111 equal treatment, non-equals, inequality equal treatment, non-equals, 105 unequal treatment, equals, 106, 107 micro-analytical investigation, 103 paradoxical, 105 study design, 103 testing, 104 European Migration Network, 136 Explorative analyses, 25 F Flame Towers, 282 Flex (Future Leadership Exchange ), 274 Forced and voluntary migration, 143 Forced autonomy, 268 G Gender. See Belonging and gender coping strategies, 268, 269 domestic violence, 264 emotional losses, 262 German Academic Exchange Service ( DAAD ), 274 German education science literature, 140 H Habitus, 171, 172 agency, 181 conscious agency, 177 critiques, 169, 181

4 292 Index Habitus (cont.) dynamic and relational understanding, 169 and emotion dialectic of objectification and embodiment, 172 study of senses, 171 sense of belonging, 181 role of smell, 170 sense of identity, 175 The History of Childhood, 197 HIV/AIDS blood across kin, 254 cost of caring, 248 effects of AIDS orphanhood, 258 mother-to-child transmission, 256 orphan care, 246, 248 patrilineal kin, 249 poverty and proliferation of orphans, 249 Household registration system (Hukou), 115, 118 I Identification and categorization, migration forms of misrecognition, 54 moral agents, 55 openness/inclusion and fundamentalism/ exclusion, 54 self-identity, 54 self-understanding, 53 Identity-political positionings post-colonial positioning, 282, 283 (re-)positioning identity strategies, 283 International organizations. See Early childhood development (ECD) International studies, children s well-being, J Jadid (educational) reform movement, 281 K Kinship AIDS effects, 245 anthropological studies, 247, 249 blood, notions of, 254, 255 child circulation, 246 cultural scripts, 256 in Euro-American contexts, 258 extended kinship network, 249 foster parent, choice of, 249 natal and fostering households, 246 organizational level, 248 ownership, claims of, 251 process of imagining, 258 shared blood, concept of, 251 transformation, 257 Kyrgyz preschoolers, 187, childhood quality, 196 childhood sociology, 197 collectivist obligations and hierarchical generational order, 196 competent obedience, 198 empathic and warm reactions, 197 exigencies and hopes children s view and experiences, parents expectations and social networks, generational order, 198 international organizations (see International organizations ) Kyrgyzstan democratic system, 186 foreign organizations, 186 infrastructural deficiencies, 185 normative patternf childhood, 186 L Left behind children coping strategies, 268, 269 effects of migration, 265 experience of loss and of separation, 267 female migration, 262 forced autonomy, 268 losing emotional contact, 267 migrating parents and mothers, 265 psychological development, 267 psycho-social orientation, 270 suicides, 263 trans-generational level, 269 transnational migration, 261 unbearable family responsibility, 269 M Malaysia, 205, context and methodology data collection, 207 living and pockets, 205 education economics literature, 204 enrolment and access, 203, 204 inclusionary dynamic analysis, 204

5 293 school attendance children s agency, children s enjoyment, children s involvement, 210 exclusion, education, 211, 212 fi nancial access, 209 opportunity costs, 209, 210 perceived benefit, 216, 217 physical access, 210, 211 teacher records, 207, 208 Migrant children in Australia, 83 89, 92 94, 96 The Australian Child Wellbeing project, 90 challenges, 97 educational equity administrative data, 83 advantages and disadvantages, 84 audit or accounting technologies, 85 childrens capacity, 84 education reforms, 84 equality gap, 83 immigrant families, 84 policy architecture, 84 policy practices, 85 policy reforms, 83 policyscapes, 85 skills, 84 young migrants, 83 educational policy complexities, 88 effects, 88 English proficiency, 89 ESL learners, 88 ESL pedagogies and research, 88 interaction, 89 NAPLaN test, 89 White Australia Policy, 88 educational practices, 97 ESL practices, 97 immigration policy, 87 inhumane policies, 87 knowledge and skills, 91 learning differences, 90 Making a Difference, 89 national and local policy, 95, 96 obligation and responsibility, policy misrecognition and recognition, challenges, 92 disadvantaged schools program, 93 framework, 93 resources, 92 street safety, 94 students support, 94 territorialism, 93 values and expectations, partents, 94 schooling education and immigration policy, 86 public funding, 86 standardised tests, 87 system, 91 standardised testing, 97 students separation, 97 technologies, 96 Migration patterns, EU, administrative data sources, 136, 137 binary categories, 134 children s involvement circular migration, 139 educational success, 139 families migration decisions, 138 forced and voluntary migration, 138 parachute-kids, 137 qualitative study, 140 circular migration, 134 data collection, 141 economic migration, 134 feminisation of migration, 135 international migration, 134 intra-european mobility, 137 liquid migration, 135 reasons, 135 temporary/permanent migration, 134 trends, 135 Multiculturalism, 172 practices of, 58 taken-for-granted, 58 Multiple and multidirectional migration, 145, 146 advantage, 144 children s biographies, 143 economic crisis, 143 educational integration biographical experiences, 146 difficulties, 145 language study, 145 groups, 141 samples description, 141 school-age children, 143 Muscular liberalism, 43 O Orphans, AIDS effects, 245 caregiving strategies, 251 emotional effects, 246

6 294 Index Orphans (cont.) foster families, 250 humanitarian intervention, 248 identities claims of ownership, 251 domestic labour, 254 ethnic identity, 252 family resources, 253 inheritance of land, 253 patrilineal family, 251, 252 OVC, 245, 247 patrilineal identification blood, notions of, 254 child circulation, 254 HIV/AIDS, 256 in kinship systems, witchcraft and kinship, 255 youth RAs, 255 patrilineality, 249 social definitions, 247 Orphans and vulnerable children (OVC), 245 P Politics of belonging, 36 Postcolonial world, 278 Post-Soviet Azerbaijan, 276 Practices of differentiation. See Ethnic difference and inequality Promotion of language competences DaZ- and Not-DaZ-children, 77 extra tutorials, 76 GAf, 76 Kupfer group, 77 orientations, 76 ROf, 76 Schneeball group, 77 self-efficacy, 77 stigmatisation, 76 tutorials, 76 Psychological approaches, 22 Public health/psychotherapy research, 22 Q Qualitative longitudinal study design, ethnographic, 101, 111 Qualitative research, 24 R Research assistants (RAs), 245 Right to access (quality) education diversity of integration needs, 147 EU citizen migrant children, 146 integration measures, 147 temporary and circular migration, 147 S Senses Aristotle s ranking, 172 of belonging, 170, 171 contribution of smell, 174 dialectical nature, 172 of identity, 171, 175, 181 objective, 172 of smell, 169, 172 Smell autobiographical memory, 181 and belonging, 171, 173, 174 habitus, 170 lower senses, 172 memory and identity, 171 objective sense of vision, 172 Proust phenomenon, 171 Social Studies of Childhood, 137 Stuart Hall, notion of identity Cartesian, 277, 284 ethnic-national issues, 278 globalization processes, 278 subjectification process, 277 Support for ESL funding, 95 Support for extracurricular activities, 95 Support for humanitarian program, 94 Support for social networks, 95 Swimming lessons, Swiss schools dimensions, 38 implementation, gender equality, 40 integration, 39 jurisdiction, 39 privacy and religious freedom, 38 puberty age factor, 38 public interest, 38 supreme court decisions, 37, 38 Swiss Federal Act, foreign nationals, 39 Wyttenbach s comments, 38, 39 T Third World Vision Child Study, 25 Trans-generational culture transfer, characteristics, 235 communicative process, 233 construction, time and space, 240, 241 cultural relevant knowledge via communication, historical development, 237

7 295 knowledge transmission, 236 memory, 234 participation and exchange process, 236 perception and interpretation, 233 ratchet affect, 236 relativization biography building, 225 changing culture process, 223 conscious agency, 229 diversity, social relations, 228 eating and dining culture, 230 ethnographic research, 230 inter-cultural perspective, 226 intergenerational relations, 224 knowledge/conscious practice, 230 language, 231 memories, 231 mobility and migration, 228 modernization, 227 nutrition, 229 off-spring-generation, 232 participation and activation, 224 personality, 226 potentials and resources, 226 sensory and aesthetic experience, 229 social network, 227, 228 socialization, 223 time and locality, 227 social memory, 234, 235 Trans-generational migration, 261 Transnational migration, 140 case study, 265, 266 in Ecuador, 265, 269 Ecuadorian migration, 263, 264 female migration, significance of, 261, 262 left behind children, psycho-social aspects, 270 statistics, 264 transnational motherhood, 264 Transnationalism, 172 U Uganda circulation strategies, 257, 258 context of changing paternal foster obligations, 258 fostering and child circulation in Africa, 246, 247 notions of home, 256, 257 orphanhood, orphans, patrilineal identification, orphans identities and mobility, paternal kin obligation, V Visible exclusion Chinese and international scholars, 120 compulsory education, 123 Compulsory Education Law, 1986, 120 Decision on Reform and Development of Elementary Education, 122 education cost of migrant children, 124 Education Law, 1995, 120 educational policies, 120 General Office of State Council, 122 local governments, 123 local public schools, 124 metaphor of physical spaces, 128 migrant children, migrant children to urban schooling, migrant schools, school-age children, 123 unequal treatment and discrimination, urban higher schooling, urban public school system, 121, 124 whole-family migrant population, 122 Y Young Azerbaijani democratic independence, 281, 282 national cultures, 281 positioning, 281 Young muslims, Switzerland appropriation and revaluation, cultural centres and places of prayer, 35 education and youth leisure activities, 34 educational success and social mobility, 34 heterogeneous group, 33 media, 35 migrants, 33, 34 mosque associations, 35 muslim secondos, 34 second-generation immigrants, 34 social condition, 33 super-diversity, 33 vocational training, 34 youth consciousness form, 34 youthfulness, 34