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Educated For Migration: Tunisian Migrant Identities in Context

Educated For Migration: Tunisian Migrant Identities in Context. Aziz Fatnassi Ph.D Student Anthropology Ed.D Student LCLE. Origins . Embarking Upon a New Heading: Education and Migration. Three Levels of Discourse. The Three Sources. Macro: tensions between the local and global

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Educated For Migration: Tunisian Migrant Identities in Context

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  1. Educated For Migration: TunisianMigrant Identities in Context Aziz Fatnassi Ph.D Student Anthropology Ed.D Student LCLE

  2. Origins

  3. Embarking Upon a New Heading: Education and Migration Three Levels of Discourse The Three Sources • Macro: tensions between the local and global • Micro: conceptions of personal and familial expectations • Meso: structures imposed by the constraints of language planning policy • Macro: voice of HabibBourgiba • Micro: voice of informants and their families • Meso: narrative provided by Tunisian language educators

  4. Navigating the Waters Toward ‘Identity’: The Bourgiban Tunisia • “I have always felt that the fault lies not with men, but with their education, their way of looking at things, their mental framework—and these can be changed for the better by dint of intelligent and persistent effort” (Bourguiba, The Tunisian Way, 1966, p. 1)

  5. Choosing the Right Heading: Students and Political Opportunity Structure Political Opportunity Structure • “It’s like there are no more jobs for people here [Tunisia and France]. I mean, yes, I can work and do something to keep my time, but I don’t make anything from it…I feel it is a waste, to get this education here. I have this degree and I cannot do anything with it.” • -EH 24, Bardo

  6. Changing Headings: English Language and the Shift Toward North America

  7. Reconceptualizing Migration: Anthropology’s Role in Education and Migration • “our social identities, we are coming to learn, may always be in the act of becoming, more fluid and composed through ever evolving affiliations of our lives…educational reforms typically do not take into account those histories of inequality that constrain students… this top-down paradigm…ironically renders pedagogically irrelevant the complexities and the promise of multiculturalism and literacy” (Campano, 2007, pp. 2-4)

  8. Endings

  9. Questions? Aziz Fatnassi Ph.D Student Anthropology Ed.D Student LCLE

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