In this open access book, experts on integration processes, integration policies, transnationalism, and the migration and development framework provide an academic assessment of the 2011 European Agenda for the Integration of Third-Country Nationals, which calls for integration policies in the EU to involve not only immigrants and their society of settlement, but also actors in their country of origin. Moreover, a heuristic model is developed for the non-normative, analytical study of integration processes and policies based on conceptual, demographic, and historical accounts. The volume addresses three interconnected issues: What does research have to say on (the study of) integration processes in general and on the relevance of actors in origin countries in particular? What is the state of the art of the study of integration policies in Europe and the use of the concept of integration in policy formulation and practice? Does the proposal to include actors in origin countries as important players in integration policies find legitimation in empirical research? A few general conclusions are drawn. First, integration policies have developed at many levels of government: nationally, locally, regionally, and at the supra-national level of the EU. Second, a multitude of stakeholders has become involved in integration as policy designers and implementers. Finally, a logic of policymaking—and not an evidence-based scientific argument—can be said to underlie the European Commission’s redefinition of integration as a three-way process. This book will appeal to academics and policymakers at international, European, national, regional, and local levels. It will also be of interest to graduate and master-level students of political science, sociology, social anthropology, international relations, criminology, geography, and history.

Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical and personal aspects of integration also need to be considered.

This book approaches the issue of immigrant integration as a democratic justice problem. Based on Honneth’s recognition theory, it introduces the concept of ‘Just Integration’, which challenges the capacity of the actual recognition order of the host society to include its immigrants as full members. The study criticizes the current political obsession to restore the social cohesion of the host society in the face of immigration. It argues that this perception inhibits host societies from recognizing their immigrants as individuals who have authentic skills, qualifications and identities in addition to their ethnic, cultural and religious attachments. The author applies the concept of ‘Just Integration’ to the real pathologies that immigrants/refugees suffer in Canada and Turkey, providing guidelines for progress towards better integration of immigrants within host societies and institutions.

This open access book explores how contemporary integration policies and practices are not just about migrants and minority groups becoming part of society but often also reflect deliberate attempts to undermine their inclusion or participation. This affects individual lives as well as social cohesion. The book highlights the variety of ways in which integration and disintegration are related to, and often depend on each other. By analysing how (dis)integration works within a wide range of legal and institutional settings, this book contributes to the literature on integration by considering (dis)integration as a highly stratified process. Through featuring a fertile combination of comparative policy analyses and ethnographic research based on original material from six European and two non-European countries, this book will be a great resource for students, academics and policy makers in migration and integration studies. Book Presentation: On April 22, 2021, the University of Sheffield hosted the book presentation on “Politics of (Dis)Integration”. During this event, the editors, Sophie Hinger and Reinhard Schweitzer, discussed the book. The event was chaired by Aneta Piekut and Jean-Marie Lafleur was the discussant. Please find the recording here: https://eu-lti.bbcollab.com/collab/ui/session/playback.

In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.

The first in-depth exploration of the persistence and pervasiveness of a dangerous legal fiction about people who cross borders: the binary distinction between migrant and refugee. Today, the concept of "the refugee" as distinct from other migrants looms large. Immigration laws have developed to reinforce a conceptual dichotomy between those viewed as voluntary, often economically motivated, migrants who can be legitimately excluded by potential host states, and those viewed as forced, often politically motivated, refugees who should be let in. In Crossing, Rebecca Hamlin argues against advocacy positions that cling to this distinction. Everything we know about people who decide to move suggests that border crossing is far more complicated than any binary, or even a continuum, can encompass. The decision to leave home is almost always multi-causal and often involves many stops and hazards along the way--a reality not captured by a system that categorizes a majority of border-crossers as undeserving, and the rare few as vulnerable and needy. Drawing on cases of various "border crises" across Europe, North America, South America, and the Middle East, Hamlin outlines major inconsistencies and faulty assumptions upon which the binary relies, and explains its endurance and appeal by tracing its origins to the birth of the modern state and the rise of colonial empire. The migrant/refugee binary is not just an innocuous shorthand, indeed its power stems from the way in which is it painted as objective, neutral, and apolitical. In truth, the binary is a dangerous legal fiction, politically constructed with the ultimate goal of making harsh border control measures more ethically palatable to the public. This book is a challenge to all those invested in the rights and study of migrants, to interrogate their own assumptions and move towards more equitable advocacy for all border crossers.

With coverage of both traditional and critical theories and approaches to European integration and their application, this is the most comprehensive textbook on European integration theory and an essential guide for all students and scholars interested in the subject. Throughout the text, a team of leading international scholars demonstrate the current relevance of integration theory as they apply these approaches to real-world developments and crises in the contemporary European Union.

This timely and innovative book analyses the lives of new female migrants in the EU with a focus on the labour market, domestic work, care work and prostitution in particular. It provides a comparative analysis embracing eleven European countries from Northern (UK, Germany, Sweden, France), Southern (Portugal, Spain, Italy, Greece, Cyprus) and Eastern Europe (Poland, Slovenia), i.e. old and new immigration countries as well as old and new market economies. It maps labour market trends, welfare policies, migration laws, patterns of employment, and the working and social conditions of female migrants in different sectors of the labour market, formal and informal. It is particularly concerned with the strategies women use to counter the disadvantages they face. It analyses the ways in which gender hierarchies are intertwined with other social relations of power, providing a gendered and intersectional perspective, drawing on the biographies of migrant women. The book highlights policy relevant issues and tries to uncover some of the contradictory assumptions relating to integration which it treats as a highly normative and problematic concept. It reframes integration in terms of greater equalisation and democratisation (entailed in the parameters of access, participation and belonging), pointing to its transnational and intersectional dimensions.

This book aims to further the understanding of migration processes and policies in a European context with a particular focus on evaluating integration and the gendered aspects of migration, integration and citizenship. Integration is regarded as a contested concept and as entailing a variable and problematic set of discourses and practices.