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Modalities of cosmopolitanism and mobility: parental education strategies of global, immigrant and local middle-class Israelis
Author(s): Maxwell, Claire; Yemini, Miri
Date: 2019
Topics: Class, Immigration, Israeli Expatriates, Main Topic: Other, Globalisation, Parenthood, Education
Abstract: In this study, we explore how different forms of family mobility shape parental education strategies of three middle-class groups (moored Israeli professionals, immigrants from Israel to the UK and global middle class Israeli families). By focusing on families from the same nationality, we show how different practices of mobility differentiate between these middle-class fractions. Building on Andreotti’s framework for ‘global mindedness’ we suggest that orientations to cosmopolitanism also differentiate between these groups – from tourism (moored middle class), to empathy (immigrant middle class), to visiting (global middle class). By drawing on this conceptualisation, it is possible to understand why, despite the considerable uncertainty that constant mobility generates for children’s education and futures, global middle-class parents appear to assuredly navigate processes of securing and transmitting advantage.
De-coupling or remaining closely coupled to ‘home’: educational strategies around identity-making and advantage of Israeli global middle-class families in London
Author(s): Yemini, Miri; Maxwell, Claire
Date: 2018
Topics: Class, Globalisation, Jewish Identity, Jewish Women, Main Topic: Identity and Community, Motherhood, Interviews, Israeli Expatriates
Abstract: This article makes an empirical contribution to the study of the global middle class (GMC), and sheds light on the complex relationships that are constructed and sustained by these families with their ‘home nation’ through their educational strategies. Drawing on an inductive analysis of 20 in-depth interviews with Israeli migrant mothers in the United Kingdom who constitute a specific fraction of the GMC, this article examines families’ identity constructions and how these shape their educational practices. The participants constitute a growing phenomenon – highly educated, mobile middle-class families who live and move around the world, and position themselves using global frames of references. We emphasise how country of origin acts as a symbolic object in the cultivation of their children’s identity and how different types of attachment to ‘home nation’ are perceived as offering valuable capital for the GMC. The article therefore contributes much-needed empirical analyses on education strategies within the GMC, and challenges the suggestion that critical to the definition of the GMC is that they are ‘rootless’.