The economic crisis has destabilised the European project and made visible tensions between Europe as imagined by its political and economic elites and the ordinary peoples of Europe. Before the crisis the dominant political narrative was of an increasingly open European space within which goods, people and knowledge would circulate. In an early formulation of this Europe was imagined as a bulwark against American cultural, political and economic dominance. This was partly captured in the language of the "learning society" and discourses of "lifelong learning". However, more recently, elite interests have transformed these more egalitarian sounding terms into Europe as a "knowledge-based economy". The mobility of goods, people and knowledge become commodities re-designed in the interests of capital accumulation. But this might suggest a shift from a more inclusive to a more exclusive regime. Whether it is the "learning society" or the "knowledge-based economy" the key points of tension have remained the same. It is the mobility of people, whether historic or current, that appears to challenge Europe's self-understanding of itself, to challenge the very idea of being European. The positive and self-confident tones of the language of European expansion and integration disguise its historic formation in opposition to an ¿other¿. The primary focus of this "other" changes over time and from place to place. The formation of the European Economic Community was a deliberate attempt to avoid the repetition of events that led to the Shoah and to expunge from Europe's self-identity the need to define itself as against its internal Jewish "other" as part of its Christian identity. Modern Europe has defined itself as "Fortress Europe" and as bulwark, not against American imperialism, but against the poor, dispossessed and oppressed of Africa and Asia. The "migrant" became, and continues to be, the nodal point around which exclusionary policies and right wing politics is organised. This has also been a feature of tensions between "old" and "new" or "West" and "East" Europe. These tensions have been racialised, particularly in relation to the Roma peoples. Since 9/11 Europe's "other" has been depicted by Islam. This creates a dual process of antagonism both towards Europe's internal Muslim communities, and against Islam on its borders. In recent times we have seen this explode into public policy debate in France and Switzerland. We have seen the rise of populist right wing parties mobilised against Islam and the increasingly racialised and anti-Islamic language of politics in general. It seems inevitable that the current economic crisis will exacerbate these issues, especially as the majority of "established Europe" prepares to open their borders to the Accession states.
págs. 2-10
págs. 11-20
From "Mothers" to "Workers": learning from domestic worker organizing in London
págs. 21-28
págs. 29-35
Is it possible to measure the process of assessing and recognizing competences of foreigners?: some lessons learned in the Spanish and Andalusian context
Iván Rodríguez Pascual, Estrella Gualda, Juan Carlos Andreo Tudela
págs. 36-44
The social security benefits and beneficiaries Ciganos: the case of the municipality of Faro-Algarve-Portugal
págs. 45-52
Explaining labor market integration by differences in educational attainment: a matter of reverse causality?
págs. 53-61
"To make a difference for myself and others": second generation immigrant students narratives in Sweden
págs. 64-70
págs. 71-76
Foreign students in the Andalusian compulsory educational system: access and integration
Estrella Gualda, Carmen Márquez Vázquez, José Andrés Domínguez Gómez, Marta Concepción Ruiz García
págs. 77-85
African immigrants in Greece: a diagnosis of opportunities and prospects for their integration
págs. 86-96
Is inclusive adult education measurable?: exploring the indicators for an inclusive adult education in Europe
págs. 97-106
From tolerance to responsibility: about the radical shift in contemporary migrant policy in Western Europe. The Belgian case
págs. 107-115
A blend of wines in a bottle that sells: filling the conceptual container of diversity
págs. 116-122
Education and training systems as "nationalising projects": tensions between human capital formation and managing migration
págs. 123-129
More Sarrazin for university: an appeal for a hermeneutic analysis in the seminar room
págs. 132-139
I have become somebody to myself: migration as a biographical experience of reconstituting personal dignity
págs. 140-147
Racism in Portugal;: the recent research
págs. 148-153
Refugees, respect and resistance: challenging dominant identity scripts
págs. 154-160
Marriage patterns in Spain as a result of immigration: gender perspective
Pablo Álvarez Pérez, Octavio Vázquez Aguado, Nidia Gloria Mora Quiñones
págs. 162-170
Women and men's young immigrant's perceptions and experiencies on discrimination and rejection: the case of the Hijai study in Huelva (Spain), 2007 an 2010
págs. 171-179
Women facing otherness: biographical perspectives on migration
págs. 180-188
págs. 190-198
Resistance, migration, and racism: forms of campaigning and learning
págs. 199-208
Educating newcomers for citizenship: a just policy?
págs. 209-215
Communication needs of adults-in-mobility (migrants) in first impact situations in an intercultural perspective: the case of the Schengen visa application form
págs. 216-234
"Who teaches the teacher?" (B. Brecht): teachers as constructors of the other: impulses to "expansive learning" about the Other in the professional qualification of teachers
págs. 235-241
Diversity, inequality and discrimination in adult education: organisational and professional development challenges
págs. 242-249
Local networks of knowledge distribution and mutual aid against hate-motivated violence: reflections from field research in Wroclaw
págs. 250-261
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