Transnational migrants challenge meanings of home, belonging, and citizenship because they exercise their right to mobility and form multiple allegiances abroad, all while negotiating different gender roles and new care deficits. In three parts, I explore the meanings of home and belonging for transnational women and seek to understand the gendered implications of their migration, especially how migrant women meet care needs and confront institutional exclusion. First, I explore how Global South women use transnational friendship networks to migrate and fill welfare-pitfalls in the US. Next, I argue that the concept of the ‘Third World Woman’ helps in understanding belonging and informal support networks both at work and in life. Finally, bringing citizenship, belonging, and care together through multiple meanings of home, I explore how multiple allegiances to multiple places form and how exclusion, inclusion, feelings of belonging, and citizenship shape transnational women’s experiences in and attachments to different places.

Minority languages, bilingualism and linguistic integration among youth have gained a great dealof attention in research especially in times of migration, globalization and other activities crossingthe borders of nation-states. In this thesis the aim is to investigate different meanings associatedwith the mother tongue when this language is another than the majority language in the place ofresidence. This task is approached from a social geographical perspective. In the study, the termmother tongue is used in its widest sense, mostly defined by the choice of the informant. In the introduction the concept mother tongue is on the one hand, looked upon and discussedin terms of a minority language in regard to the nation state and on the other, seen as a bordercrossing transnational speech community. In this way, a wide range of meanings can be illuminated.The analytical framework is discourse analysis, inspired by the work of Potter and Wetherellamong others, in the field of discursive psychology. The empirical data is made up by the transcriptsof semi-structured interviews with 13 students at two schools in the area of Stockholm,Sweden. The result of the study is presented as five interpretative repertoires, showing the mother tongueas (1) belonging, (2) background, (3) heritage, (4) carrier and (5) everyday practice. The fiverepertoires are later analyzed for their spatial content in four spatial contexts: the national, themulticultural, the transnational and the diasporic context. They are defined and used as discursivelandscapes in which the different meanings of the repertoires are identified. The five repertoires areidentified in all spatial contexts except for the national context. The findings show that the different meanings of the mother tongue represented by a certainindividual are negotiated in sometimes quite contradictive pieces of discourse. One implication isthat a specific meaning of the language does not equal an individual’s personal attitude or belief.The students seem to be very flexible in the association of different meanings to their mother tongue.The result further shows the value of a multi-scalar approach to investigations of the socialgeography of language. The ignorance of one social or spatial context will lead to the loss of a vitalpart of the language. This is crucial when discussing the mother tongue as a minority language oras a transnational speech community. Finally, there are reasons to be attentive of putting bilingualyouth in any social or spatial trap: national, multicultural, transnational or diasporic.

This study investigates how immigration models of the post Second World War assimilation policy, subsequently replaced by the multiculturalism ideology, have been empirically perceived by Australian immigrants. Questions point to if modern day migrancy and immigration have transformed the ways in which the concepts are currently understood. Of particular interest is: are settlement, citizenship and assimilation an end point, or should migrancy be recast as a fluid phenomenon, privileged by greater freedom of ‘belonging’ afforded by transnationalism? Answers to these questions fill gaps in sociological knowledge. The social research project is anchored in a case study of mainly first but not excluding second and a few third generation Greek and Cypriot Australian immigrant respondents. Data gathering employs qualitative inquiry, applying a Mixed Method approach grounded in the Grounded Theory Method. Fieldwork data are generated by in-depth interviewing of respondents, and interpretation of their statements. Their verbal testimonials are analysed using the conceptually clustered matrix. In this approach text is assembled, sub-clustered, and broken into semiotic segments, permitting the researcher to contrast, compare, analyse, and recognise patterns. The strength of employing the Conceptually Clustered Matrix is that it serves the “conceptual coherence” of the data in this study’s single case inquiry. This study reveals how transnationalism has changed presumptions embedded in the policies of assimilation and multiculturalism. In assimilation, supposition of permanent settlement, and the question of ‘belonging’ has been resolved by the immigrants succeeding in effectively transplanting the former ethnic “I”, into becoming a new Australian “me”. Subsequent multiculturalism provides immigrants options in choosing their self-identity within the society at large and accepting that migrant minorities can subsist in discrete ethnic conglomerates clustered within the compass of wider Australian society. The contribution of this thesis to the body of sociological knowledge is that it investigated presently not or under-investigated scholarship how migrants perceive their diaspora existence, redefined by daily practices among migrants. In a transnational context, the research has focused on exploring post-immigration identity and ‘belonging’. Its findings have identified changing perception of migrancy and immigration, framed in terms of the core research question generated in this thesis, namely “after settlement, then what?

This thesis examines aspects of emergent transnational mobility within the experience of students advancing their education at tertiary institutions, private training establishments and language schools. In particular it focuses on the everyday practices and experiences of one group of international students from South Korea during their time in Auckland, New Zealand. The context for the research is that over the last decade the growth of international students and the institutions associated with their movement and education have begun to have significant economic, social and cultural implications in New Zealand, particularly in Auckland. Here, the rapid increase in the number and proportion of students from three East-Asian nations (China, South Korea and Japan) has contributed to profound changes in the socio-cultural geographies of Auckland’s central city. The aim of this study is to interrogate the everyday urban encounters of South Korean international students as a means to more deeply understand the phenomenon of crossing borders to learn. I employ a multi-method and multi-sited research approach that draws on both orthodox and emergent techniques within human geography and related social sciences. Through these methods I focus on the individual and collective practices and experiences of these students as key actors in the developments associated with international education. At all times the focus is on ‘the everyday’ and the ways in which students negotiate their encounters between South Korea and Auckland. In theoretical terms the thesis is situated at the border between the study of transnationalism and the study of cities. It identifies the ways that the transnational mobility and activity of students alongside others is involved in the changing spaces of Auckland’s urban landscape. These changed spaces include physical, economic, sensory and perceptual landscapes of the city. In addition the thesis also illustrates the concurrent production, maintenance and resistance of pre-existing and new identities; the often difficult, highly structured and uneven landscape that emerges as a result of the interaction between individuals and groups who consider each-other ‘foreign’; and the way that these types of interactions in contemporary cities are facilitated by but also maintain and produce increasing transnationalism. The thesis concludes by illustrating the fundamental role that cities play in the practice of international education and the resulting importance of international education to the everyday realities of contemporary cities like Auckland. / University of Auckland; ASIA:NZ Foundation and NZ Asian Studies Society; Building Research Capability in the Social Sciences Network (BRCSS); Royal Society of New Zealand

This thesis examines aspects of emergent transnational mobility within the experience of students advancing their education at tertiary institutions, private training establishments and language schools. In particular it focuses on the everyday practices and experiences of one group of international students from South Korea during their time in Auckland, New Zealand. The context for the research is that over the last decade the growth of international students and the institutions associated with their movement and education have begun to have significant economic, social and cultural implications in New Zealand, particularly in Auckland. Here, the rapid increase in the number and proportion of students from three East-Asian nations (China, South Korea and Japan) has contributed to profound changes in the socio-cultural geographies of Auckland’s central city. The aim of this study is to interrogate the everyday urban encounters of South Korean international students as a means to more deeply understand the phenomenon of crossing borders to learn. I employ a multi-method and multi-sited research approach that draws on both orthodox and emergent techniques within human geography and related social sciences. Through these methods I focus on the individual and collective practices and experiences of these students as key actors in the developments associated with international education. At all times the focus is on ‘the everyday’ and the ways in which students negotiate their encounters between South Korea and Auckland. In theoretical terms the thesis is situated at the border between the study of transnationalism and the study of cities. It identifies the ways that the transnational mobility and activity of students alongside others is involved in the changing spaces of Auckland’s urban landscape. These changed spaces include physical, economic, sensory and perceptual landscapes of the city. In addition the thesis also illustrates the concurrent production, maintenance and resistance of pre-existing and new identities; the often difficult, highly structured and uneven landscape that emerges as a result of the interaction between individuals and groups who consider each-other ‘foreign’; and the way that these types of interactions in contemporary cities are facilitated by but also maintain and produce increasing transnationalism. The thesis concludes by illustrating the fundamental role that cities play in the practice of international education and the resulting importance of international education to the everyday realities of contemporary cities like Auckland. / University of Auckland; ASIA:NZ Foundation and NZ Asian Studies Society; Building Research Capability in the Social Sciences Network (BRCSS); Royal Society of New Zealand

This study investigates how immigration models of the post Second World War assimilation policy, subsequently replaced by the multiculturalism ideology, have been empirically perceived by Australian immigrants. Questions point to if modern day migrancy and immigration have transformed the ways in which the concepts are currently understood. Of particular interest is: are settlement, citizenship and assimilation an end point, or should migrancy be recast as a fluid phenomenon, privileged by greater freedom of ‘belonging’ afforded by transnationalism? Answers to these questions fill gaps in sociological knowledge. The social research project is anchored in a case study of mainly first but not excluding second and a few third generation Greek and Cypriot Australian immigrant respondents. Data gathering employs qualitative inquiry, applying a Mixed Method approach grounded in the Grounded Theory Method. Fieldwork data are generated by in-depth interviewing of respondents, and interpretation of their statements. Their verbal testimonials are analysed using the conceptually clustered matrix. In this approach text is assembled, sub-clustered, and broken into semiotic segments, permitting the researcher to contrast, compare, analyse, and recognise patterns. The strength of employing the Conceptually Clustered Matrix is that it serves the “conceptual coherence” of the data in this study’s single case inquiry. This study reveals how transnationalism has changed presumptions embedded in the policies of assimilation and multiculturalism. In assimilation, supposition of permanent settlement, and the question of ‘belonging’ has been resolved by the immigrants succeeding in effectively transplanting the former ethnic “I”, into becoming a new Australian “me”. Subsequent multiculturalism provides immigrants options in choosing their self-identity within the society at large and accepting that migrant minorities can subsist in discrete ethnic conglomerates clustered within the compass of wider Australian society. The contribution of this thesis to the body of sociological knowledge is that it investigated presently not or under-investigated scholarship how migrants perceive their diaspora existence, redefined by daily practices among migrants. In a transnational context, the research has focused on exploring post-immigration identity and ‘belonging’. Its findings have identified changing perception of migrancy and immigration, framed in terms of the core research question generated in this thesis, namely “after settlement, then what?

This thesis examines aspects of emergent transnational mobility within the experience of students advancing their education at tertiary institutions, private training establishments and language schools. In particular it focuses on the everyday practices and experiences of one group of international students from South Korea during their time in Auckland, New Zealand. The context for the research is that over the last decade the growth of international students and the institutions associated with their movement and education have begun to have significant economic, social and cultural implications in New Zealand, particularly in Auckland. Here, the rapid increase in the number and proportion of students from three East-Asian nations (China, South Korea and Japan) has contributed to profound changes in the socio-cultural geographies of Auckland’s central city. The aim of this study is to interrogate the everyday urban encounters of South Korean international students as a means to more deeply understand the phenomenon of crossing borders to learn. I employ a multi-method and multi-sited research approach that draws on both orthodox and emergent techniques within human geography and related social sciences. Through these methods I focus on the individual and collective practices and experiences of these students as key actors in the developments associated with international education. At all times the focus is on ‘the everyday’ and the ways in which students negotiate their encounters between South Korea and Auckland. In theoretical terms the thesis is situated at the border between the study of transnationalism and the study of cities. It identifies the ways that the transnational mobility and activity of students alongside others is involved in the changing spaces of Auckland’s urban landscape. These changed spaces include physical, economic, sensory and perceptual landscapes of the city. In addition the thesis also illustrates the concurrent production, maintenance and resistance of pre-existing and new identities; the often difficult, highly structured and uneven landscape that emerges as a result of the interaction between individuals and groups who consider each-other ‘foreign’; and the way that these types of interactions in contemporary cities are facilitated by but also maintain and produce increasing transnationalism. The thesis concludes by illustrating the fundamental role that cities play in the practice of international education and the resulting importance of international education to the everyday realities of contemporary cities like Auckland. / University of Auckland; ASIA:NZ Foundation and NZ Asian Studies Society; Building Research Capability in the Social Sciences Network (BRCSS); Royal Society of New Zealand

This thesis examines aspects of emergent transnational mobility within the experience of students advancing their education at tertiary institutions, private training establishments and language schools. In particular it focuses on the everyday practices and experiences of one group of international students from South Korea during their time in Auckland, New Zealand. The context for the research is that over the last decade the growth of international students and the institutions associated with their movement and education have begun to have significant economic, social and cultural implications in New Zealand, particularly in Auckland. Here, the rapid increase in the number and proportion of students from three East-Asian nations (China, South Korea and Japan) has contributed to profound changes in the socio-cultural geographies of Auckland’s central city. The aim of this study is to interrogate the everyday urban encounters of South Korean international students as a means to more deeply understand the phenomenon of crossing borders to learn. I employ a multi-method and multi-sited research approach that draws on both orthodox and emergent techniques within human geography and related social sciences. Through these methods I focus on the individual and collective practices and experiences of these students as key actors in the developments associated with international education. At all times the focus is on ‘the everyday’ and the ways in which students negotiate their encounters between South Korea and Auckland. In theoretical terms the thesis is situated at the border between the study of transnationalism and the study of cities. It identifies the ways that the transnational mobility and activity of students alongside others is involved in the changing spaces of Auckland’s urban landscape. These changed spaces include physical, economic, sensory and perceptual landscapes of the city. In addition the thesis also illustrates the concurrent production, maintenance and resistance of pre-existing and new identities; the often difficult, highly structured and uneven landscape that emerges as a result of the interaction between individuals and groups who consider each-other ‘foreign’; and the way that these types of interactions in contemporary cities are facilitated by but also maintain and produce increasing transnationalism. The thesis concludes by illustrating the fundamental role that cities play in the practice of international education and the resulting importance of international education to the everyday realities of contemporary cities like Auckland. / University of Auckland; ASIA:NZ Foundation and NZ Asian Studies Society; Building Research Capability in the Social Sciences Network (BRCSS); Royal Society of New Zealand

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Thesis (M. Soc Sc.) -- University of Newcastle, 2005. / School of Social Sciences. Includes bibliographical references. Also available online.