Knowledge Diasporas: Narratives of Transnational Migration and Higher Education

  • Maria Sian Chavan


Through the narratives of postgraduate diasporic men and women in US higher education, this study examines their identity (re)formation, sense of belonging, and imagined futures. Rizvi (2000). International education and the production of global imagination. In N. C. Burbules & C. A. Torres (Eds.), Globalization and education: Critical perspectives (pp. 188–205). New York: Routledge argues that higher education has become a site for the creation of diasporic spaces, where new sociocultural processes and cultural changes and formations are taking place. This chapter responds to Lukose’s (Anthropol Educ Q 38, 405–418, 2007) call to bring together diaspora and education research to study the cultural and social worlds of transnational populations. Hence, the narratives of the two groups in this chapter, resettled refugees from sub-Saharan African and educational migrants from the Philippines, bring into relief a critical understanding of the human experience of transnational migration and knowledge diasporas. This study contributes to a growing body of empirical work on diasporas and transnationalism in higher education and provides a starting point for dialogue on these two less visible populations as actors in the global knowledge society.


High Education International Student Racialized Position Forced Migration Transnational Network 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.



The author gratefully acknowledges the support of the organizers of the “Diaspora and Development: Prospects and Implications for Nation States” conference at IGNOU, for which this paper was prepared. The author sincerely thanks each of the interviewees for their participation.


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Copyright information

© Springer India 2014

Authors and Affiliations

  1. 1.University at Buffalo, State University of New YorkBuffaloUSA

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