Postwar pioneers of modern mobility: the 1940s to the 1960s

2017 ◽  
Author(s):  
A. James Hammerton
Keyword(s):  
Higher Education ◽  
British Empire ◽  
Social Mobility ◽  
First Generation ◽  
Next Generation ◽  
Global Mobility ◽  
Serial Migration ◽  
The 1960S ◽  
The Military ◽  
Downward Social Mobility

This chapter examines features of the first generation of postwar British emigrants which foreshadowed the later rise of modern global mobility. The drive of Anglophone immigrant countries to attract skilled employees, coinciding with the spread of higher education and social mobility in Britain, opened the way for aspiring migrants to use migration as a means to social advancement and entrepreneurship. Continuing global mobility, once the preserve of elites, was becoming democratised, and young travellers seized on the facilities to pioneer new forms of serial migration. At the same time the shadow of the British Empire continued to exert its influence on potential migrants with backgrounds in the military and imperial administration. Some faced the threat of downward social mobility, but, comfortable with global transience, turned to continuing migration as a means of comfortable survival. ‘Nomad daughters of the Empire’ describes women’s adaptation to new forms of mobility, and ‘the empire of the imagination’ explores ways in which the power of the ‘colonial dividend’ worked to stimulate thoughts of ‘wanderlust’ and serial migration, setting powerful precedents for the next generation of mobile Britons.

scholarly journals Has Migration Been Beneficial for Migrants and Their Children?

2017 ◽  
Vol 51 (1) ◽  
pp. 97-126 ◽  
Author(s):  
Carolina V. Zuccotti ◽  
Harry B. G. Ganzeboom ◽  
Ayse Guveli
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Social Mobility ◽  
First Generation ◽  
Labor Market Outcomes ◽  
Market Outcomes ◽  
Level Of Education ◽  
The Social ◽  
Western European ◽  
First And Second Generation

The study compares the social mobility and status attainment of first-and second-generation Turks in nine Western European countries with those of Western European natives and with those of Turks in Turkey. It shows that the children of low-class migrants are more likely to acquire a higher education than their counterparts in Turkey, making them more educationally mobile. Moreover, they successfully convert this education in the Western European labor market, and are upwardly mobile relative to the first generation. When comparing labor market outcomes of second generations relative to Turks in Turkey, however, the results show that the same level of education leads to a higher occupation in Turkey. The implications of these findings are discussed.

scholarly journals Dictatorship, Higher Education, and Social Mobility

2020 ◽  
Author(s):  
María Angélica Bautista ◽  
Felipe González ◽  
Luis R. Martinez ◽  
Pablo Muñoz ◽  
Mounu Prem
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Military Coup ◽  
Market Outcomes ◽  
Reform Agenda ◽  
College Age ◽  
Redistributive Policies ◽  
The Military ◽  
The Relationship ◽  
Fiscal Conservatism

We study the capture of higher education by the Pinochet dictatorship following the 1973 military coup in Chile. We show that the regime’s twin aims of political control and fiscal conservatism led to a large contraction of all universities in the country, mostly through a steady reduction in the number of openings for incoming students. As a result, individuals that reached college age in the years immediately after the military coup experienced a sharp decline in college enrollment. These individuals had worse labor market outcomes throughout the life cycle and struggled to climb up the socioeconomic ladder. Children with a parent in the affected cohorts are themselves less likely to enroll in university, even after democratization. These findings illustrate the relationship between political regimes, redistributive policies and social mobility. They also shed light on the long-lasting effects of the reform agenda implemented under Pinochet.

scholarly journals Dual career and social mobility in the Brazilian futsal: differences between men and women

1989 ◽  
Author(s):  
Mariana Zuaneti Martins ◽  
◽  
Bruna Saurin Silva ◽  
Ana Claudia Ferreira Souza
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
First Generation ◽  
Female Athletes ◽  
Dual Career ◽  
Men And Women ◽  
Male And Female ◽  
Level Of Education ◽  
Dual Careers ◽  
Athletic Career

This article analyzed whether, and to what extent, gender shapes different perspectives, opportunities and incentives to the athletic career in Brazilian futsal for men and women, as well to another vocational career. For this, we describe the profile of male and female athletes from their sporting trajectory and dual career. We used a questionnaire with 95 men and 87 women, participating in the adult futsal championships in São Paulo Our results show that dual careers are predominant for both men and women. For the latter, dual career with studies lasts from adolescence to adulthood, when clubs grant them a university scholarship and salary. After higher education, the chances of staying in futsal decrease for women, which may indicate the conversion to another vocational career and the chance of social mobility, since they are the first generation of their family to reach this level of education. For men, dual career is established earlier, in childhood and becomes, in adulthood, coping with work, since most are unpaid to play, with the exception of a small portion. These differences demonstrate the inequality of futsal development between genders.

Arte ConTexto

2020 ◽  
Vol 2 (3) ◽  
pp. 29-52
Author(s):  
Antonio Bellisario ◽  
Leslie Prock
Keyword(s):  
Public Space ◽  
Political Violence ◽  
Pictorial Representation ◽  
The Political ◽  
Left Wing ◽  
Political Dimension ◽  
Political Views ◽  
Socialist Government ◽  
The 1960S ◽  
The Military

The article examines Chilean muralism, looking at its role in articulating political struggles in urban public space through a visual political culture perspective that emphasizes its sociological and ideological context. The analysis characterizes the main themes and functions of left-wing brigade muralism and outlines four subpolitical phases: (i) Chilean mural painting’s beginnings in 1940–1950, especially following the influence of Mexican muralism, (ii) the development of brigade muralism for political persuasion under the context of revolutionary sociopolitical upheaval during the 1960s and in the socialist government of Allende from 1970 to 1973, (iii) the characteristics of muralism during the Pinochet dictatorship in the 1980s as a form of popular protest, and (iv) muralism to express broader social discontent during the return to democracy in the 1990s. How did the progressive popular culture movement represent, through murals, the political hopes during Allende’s government and then the political violence suffered under the military dictatorship? Several online repositories of photographs of left-wing brigade murals provide data for the analysis, which suggests that brigade muralism used murals mostly for political expression and for popular education. Visual art’s inherent political dimension is enmeshed in a field of power constituted by hegemony and confrontation. The muralist brigades executed murals to express their political views and offer them to all spectators because the street wall was within everyone's reach. These murals also suggested ideas that went beyond pictorial representation; thus, muralism was a process of education that invited the audience to decipher its polysemic elements.

Moving Up without Losing Your Way

2019 ◽  
Author(s):  
Jennifer Morton
Keyword(s):  
Higher Education ◽  
College Students ◽  
Social Mobility ◽  
Low Income ◽  
Upward Mobility ◽  
Ethical Dilemmas ◽  
Sense Of Self ◽  
College Experience ◽  
Career Opportunities ◽  
Community Finding

Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, this book looks at the ethical dilemmas of upward mobility—the broken ties with family and friends, the severed connections with former communities, and the loss of identity—faced by students as they strive to earn a successful place in society. The book reframes the college experience, factoring in not just educational and career opportunities but also essential relationships with family, friends, and community. Finding that student strivers tend to give up the latter for the former, negating their sense of self, the book seeks to reverse this course. It urges educators to empower students with a new narrative of upward mobility—one that honestly situates ethical costs in historical, social, and economic contexts and that allows students to make informed decisions for themselves. The book paves a hopeful road so that students might achieve social mobility while retaining their best selves.

State-run celebration of Liberation Day in Czechoslovakia (based on audiovisual sources)

2019 ◽  
pp. 251-268
Author(s):  
Timur Gimadeev
Keyword(s):  
Political Development ◽  
Communist Regime ◽  
Political Regime ◽  
The Political ◽  
Historical Experience ◽  
History Of ◽  
Post War ◽  
The 1960S ◽  
The Military

The article deals with the history of celebrating the Liberation Day in Czechoslovakia organised by the state. Various aspects of the history of the holiday have been considered with the extensive use of audiovisual documents (materials from Czechoslovak newsreels and TV archives), which allowed for a detailed analysis of the propaganda representation of the holiday. As a result, it has been possible to identify the main stages of the historical evolution of the celebrations of Liberation Day, to discover the close interdependence between these stages and the country’s political development. The establishment of the holiday itself — its concept and the military parade as the main ritual — took place in the first post-war years, simultaneously with the consolidation of the Communist regime in Czechoslovakia. Later, until the end of the 1960s, the celebrations gradually evolved along the political regime, acquiring new ritual forms (ceremonial meetings, and “guards of memory”). In 1968, at the same time as there was an attempt to rethink the entire socialist regime and the historical experience connected with it, an attempt was made to reconstruct Liberation Day. However, political “normalisation” led to the normalisation of the celebration itself, which played an important role in legitimising the Soviet presence in the country. At this stage, the role of ceremonial meetings and “guards of memory” increased, while inventions released in time for 9 May appeared and “May TV” was specially produced. The fall of the Communist regime in 1989 led to the fall of the concept of Liberation Day on 9 May, resulting in changes of the title, date and paradigm of the holiday, which became Victory Day and has been since celebrated on 8 May.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

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