Homeland (dis)integration: educational experience, children and return migration to Albania

Zana Vathi, Veronika Duci, Elona Dhembo

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Based on empirical research conducted in Albania, this paper reports that educational experience and performance, and hence, integration of the children of (returned) migrants in their parents' homeland is obstructed by structural factors linked to the educational system. A finding such as this challenges the centrality of an essentialised notion of ethnicity in models of ‘second generation’ integration and evidences the centrality of the nation-state, and the education system as one of its pillars, in the integration of migrants and their children. Comparative integration context theory appears to apply to the integration of children of returned migrants; yet, it needs to take into account the mobile lives of migrants and their children, the transnational disjuncture between different educational systems, and the role of locality within the nation-state. Moreover, including children in analyses of integration, in the context of education, calls for the inclusion of life-course and scale in integration theories.
Original languageEnglish
JournalInternational Migration
Publication statusPublished - 19 Jan 2016

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